Dr YANG, Min   楊敏
Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 8323
Fax No: (852) 2948 7563
Email: myang@eduhk.hk
Contact
ORCiD
0000-0001-6574-9125
Phone
(852) 2948 8323
Fax
(852) 2948 7563
Email
myang@eduhk.hk
Scopus ID
8984637400
Research Interest

Google scholar link:

https://scholar.google.com/citations?user=m3Ed_S0AAAAJ&hl=en

Link to ORCID: http://orcid.org/0000-0001-6574-9125

Current research themes

(1) Learning and teaching research

Formative assessment and feedback for productive learning (e.g., peer assessment and self-assessment)

Interactive feedback in technology-rich learning environments

In-service and pre-service teachers' quality learning in online learning communities

(2) Student experience and development in higher education

Intercultural learning through study abroad

Non-local Chinese students’ intercultural adaptation in Hong Kong higher education

Student development and experience in international service learning

External Appointment

Yang, M. (2018 May) Full-day teaching development training workshop for new academic staff members on 'Curriculum and Assessment Design at FISF' for Fanhai International School of Finance at Fudan University, Shanghai, PRC. The Dean, Associate Deans, and new academic staff members attended the workshop.

Yang, M. (2018, October, with Dr YANG, Lan) Half-day teaching development training workshop for school teachers on 'Developing formative feedback strategies for the enhancement of student learning' for Education Bureau of Huadu District, Guangzhou, PRC.

Professional Profile

Dr Min Yang is an Assistant Professor of the Department of Curriculum and Instruction. Apart from teaching undergraduate and postgraduate courses on assessment for learning, curriculum and assessment, and research methods in education, Dr Yang also supervises undergraduates', masters' and doctoral students' research projects in related areas. Dr Yang’s research has been published by international journals and publishers. She is a Senior Fellow of the Assessment Research Centre, and a member of the Research Cluster on "Assessment Research into Enhancing Learning and Teaching" at her department. She was a visiting scholar at Knowledge Hub in University College London and Institute of Higher Education in South China University of Science and Technology during 2020-2021.

Dr Min Yang is a member of Editorial Board for the following journals:

  • Teaching in Higher Education (publisher: Routledge)
  • The Internet and Higher Education (publisher: Elsevier)
Research Interest

Google scholar link:

https://scholar.google.com/citations?user=m3Ed_S0AAAAJ&hl=en

Link to ORCID: http://orcid.org/0000-0001-6574-9125

Current research themes

(1) Learning and teaching research

Formative assessment and feedback for productive learning (e.g., peer assessment and self-assessment)

Interactive feedback in technology-rich learning environments

In-service and pre-service teachers' quality learning in online learning communities

(2) Student experience and development in higher education

Intercultural learning through study abroad

Non-local Chinese students’ intercultural adaptation in Hong Kong higher education

Student development and experience in international service learning

External Appointment

Yang, M. (2018 May) Full-day teaching development training workshop for new academic staff members on 'Curriculum and Assessment Design at FISF' for Fanhai International School of Finance at Fudan University, Shanghai, PRC. The Dean, Associate Deans, and new academic staff members attended the workshop.

Yang, M. (2018, October, with Dr YANG, Lan) Half-day teaching development training workshop for school teachers on 'Developing formative feedback strategies for the enhancement of student learning' for Education Bureau of Huadu District, Guangzhou, PRC.

Selected Output

Scholarly Books, Monographs and Chapters
Yang, M., Yang, L., & Song, B.R. (2021). Interplay between students’ perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback: A qualitative interpretation. Z. Yan & L. Yang, Assessment as learning: Maximising opportunities for student learning and achievement (79-97). London: Routledge.
Yang, L. & Yang, M. (2018). Exploring the Power of Teacher Feedback in Chinese Students: Testing the Relationships between Students’ Feedback Beliefs and Student Engagement. In Liem, G. A. D., & Tan, S. H. (Eds.)., Asian Education Miracles: In Search of Sociocultural and Psychological Explanations (155-173). New York: Routledge.
Yang, M. (2018). Intercultural experiential learning. Y. Y. Kim, The International Encyclopedia of Intercultural Communication (1-13). Malden, MA: John Wiley & Sons, Inc.
Yang, M., Wang, T.C., & Lim, C.P. (2017). E-portfolios as digital assessment tools in higher education. In M.J., Spector, B.B., Lockee, & M.D., Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (1-23). Singapore: Springer International Publishing AG.
Han, C.-W. C., & Yang, M. (2017). Embedding feedback in learning and assessment tasks to support student teachers' professional learning. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (327-346). Singapore: Springer.
Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (265-288). Singapore: Springer.
Lee, T. H. T., & Yang, M. (2017). Using Feedback Strategies to Support First-year Students’ Independent Learning and Critical Judgment. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (311-326). Singapore: Springer.
Wong, K. W. G., & Yang, M. (2017). Using ICT to Facilitate Instant and Asynchronous Feedback for Students’ Learning Engagement and Improvements. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and Emerging Practices in Scholarship of Learning and Teaching in Higher Education in a Digital Technology Era (289-310). Singapore: Springer.
Kong, S. C.,Wong, T. L., Yang, M., Chow, C. F. & Tse K. H. (Eds.) (2017). Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Singapore: Springer.
Lam, B. H., Cheng, C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. In R. Osbourne (Ed.)., Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-96). U.S.: Hauppauge, NY: Nova Publishers.
Lam, B. H., Cheng. C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. R. Osbourne, Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-96). Hauppauge, NY: Nova Publishers.

Journal Publications
Yan Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, online, xx-xx.
Lee, W. W.S. & Yang, M. (2020). Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course. Teaching in Higher Education, 1, 1-17.
Xiao, Y.Y. & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment in the high school context supports self-regulation (https://doi.org/10.1016/j.system.2019.01.004). System: An International Journal of Educational Technology and Applied Linguistics, online first, 1-24.
Huixuan Xu, Min Yang (2018). Development of adolescent moral and civic identity through community service (https://doi.org/10.1177/0743558417698570). Journal of Adolescent Research, 33(2), 247-272.
Yang, M., Yan, Z., and Coniam, D. (2017). A qualitative study of markers’ perceptions on onscreen marking in five subject areas (https://doi.org/10.1080/13803611.2018.1446836). Educational Research and Evaluation, 23(7-8), 290-310.
Yang, M., & Luk, Y.Y. (2017). The role of international service learning in leadership development among students in higher education. Journal of Youth Studies 青年研究學報, 20(1), 186-201.
Yang, M., Luk, L., Webster, B.J., Chau, A. & Ma, C. (2016). The role of international service-learning in facilitating undergraduate students’ self-exploration. Journal of Studies in International Education, 20, 416-436.
Yang, M., Tai, M., & Lim, C. P. (2016). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276-1286.
Yang, M. (2015). Promoting self-sustained learning in higher education: The ISEE framework. Teaching in Higher Education, 20(6), 601-613.
Yang, M. & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297.
Webster, B. and Yang, M. (2012). Transition, induction and goal achievement: First year experiences of Hong Kong undergraduates. Asia Pacific Education Review, 13(2), 359-368.
Yang, M. & Chau, A. (2012). Social engagement in a diversifying campus: A phenomenological exploration. Higher Education Research and Development, 31(2), 155-169.
Yang, M. & Chau, A. (2011). Freshmen’s social involvement and development as a response to the campus student culture: A Hong Kong Phenomenon?. Asia Pacific Educational Review, 12(3), 393-402.
Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(5), 395-407.
Yang, M., Webster, B. and Prosser, M. (2011). Exploring the variation in first year undergraduates’ induction into their academic discipline. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-18.
Yang, M., Webster, B. and Prosser, M. (2011). Travelling a thousand miles: Hong Kong Chinese students’ study abroad experience. International Journal of Intercultural Relations, 35(1), 69-78.
Yang, M. (2009). Making interdisciplinary subjects relevant to students: An interdisciplinary approach. Teaching in Higher Education, 14(6), 597-606.
Yang, M. (2008). Rethinking lifelong learning through online distance learning in Chinese policies, practices and research. British Journal of Educational Technology, 39(4), 583-597.
Yang, M. (2005). Disaffection of adult distance learners: A Chinese phenomenon?. Asian Journal of Distance Education, 3(2), 23-35.
Yang, M. (2005). The pedagogical use of ICT for adult distance learners in Guangdong, China. Asian Journal of Distance Education, 3(1), 1-13.

Conference Papers
Yang, M., Yang, L., Xu, H.X., Lee, T.T.H., Han, C., & Song, B. (2019, December). Reconsidering Students’ Experience of Peer Assessment Practices. Paper presented at Australian Association of Research in Education (AARE) Conference, Brisbane, Australia.
Yang, L., Lee, J.C.K., Yan, Z., Chiu, M. M., Mok, M. C. & Yang, M. (2019, October). Empowering future assessment for learning by changing monologue to dialogue by assessing students’ feedback beliefs toward teacher feedback. Invited paper presented at The 21st Symposium on Curriculum Theories in Mainland China, Taiwan and Hong Kong, 18-21 October, 2019, ShenZhen University, Shenzhen, China.
Yang, L., Yang, M. & Lee, I. (2018, December). Harnessing the power of feedback: A symposium of three papers on examining feedback from multiple perspectives. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Song, B. R., Tsui, K. T., Yang, L., & Tam, C. H. (2018, December). How does friendship influence intercultural adaptation among Mainland Chinese students studying in Hong Kong?. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Tam, C. H., Tsui, K. T., Yang, L., & Song, B. R. (2018, December). The acculturation experiences and intercultural communication competence among non-local university students in Hong Kong. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Tsui, Kwok Tung, Yang, L. Song, B.R, and Chen, S.S, (2018, December). Peer assessment in higher education classrooms: Comparing students’ and teachers’ perspectives. International Conference 2018: Equity, Access and Diversity in Education: Theory, Practice and Research, Hong Kong.
Yang, L. & Yang, M. (2018, July). Peer feedback provision, the effectiveness of peer feedback and university students’ achievement emotions. Higher Education Academy Annual Conference, Birmingham, UK.
Yang, M., Christina Han, C., Yang, L., Xu, H. X., & Lee, T. H. (2018, July). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe?. Higher Education Academy Annual Conference, Birmingham, UK.
Xiao, Y. Y., & Yang, M. (2018, June). How Formative Assessment Supports Students' Self-regulation in English Language Education. The 16th Asia TEFL International Conference, Macao SAR, PRC.
Yang, L. & Yang, M. (2017, November). Exploring the relations between the effectiveness of peer feedback and achievement emotions. WERA-HKERA International Conference, Hong Kong SRA, PRC.
Xiao, Yangyu and Yang, Min (2017, September). Formative assessment and self-regulated learning in English language education. The 4th National Conference on Language Assessment, Guangzhou.
Yang, M., Cheng, C. K., Lam, B.H., and Yan, Z. (2015, August). Linking research with teaching: Teacher educators’ perspectives. EARLI 2015, Cyprus.
Yang, M., Wong, G. K. W., Sin, K., Lee, T., Lam, B., & Han, C. (2015, June). The role of dialogic feedback in supporting students’ active learning in higher education. Proceedings in The American Educational Research Association (AERA) Annual Meeting, Chicago, Illinois, USA.
Yang, M. (2015, March). Technology-enhanced Formative Feedback for Lifelong Learning: Emerging Classroom Practices. ASEM Forum on Lifelong Learning 'Renewing the Agenda', Bali, Indonesia.
Yang, M., Bryant, D., Han, C., Lam, B., Lee, T., Sin, K., and Wong, G. K. W. (2014, June). Exploring teachers’ and students’ experiences of assessment feedback in higher education. Proceedings of Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong.
Luk, L., Yang, M., Chau, A., Webster, B. & Ma, C. (2012, February). How do students’ perceptions of leader-follower relationship influence their service quality and personal growth in overseas volunteering?. CESHK Annual Conference 2012, Hong Kong.
Yang, M., Webster, B., Chau, A. and Ma, C. (2011, December). Service experience as a goal-oriented self-regulated process for whole person development: A conceptual model. SRHE Annual Research Conference, Newport, Wales, UK.
Yang, M. Carless, D., Salter, D., & Lam, J. (2011, November). Fostering effective disciplinary learning through feedback. Refereed Proceedings of International Symposium on Higher Education Quality Assurance, Macao.
Yang, M., Chau, A. and Webster, B. (2011, July). Students as future leaders and morally responsible citizens in a multicultural world. The 7th Biennial Conference of the International Academy for Intercultural Research (IAIR), Singapore.
Yang, M., Webster, B. and Chau, A. (2010, December). Developing the sense of moral self through volunteering: Experiences of Hong Kong undergraduates. Enhancing learning experiences in higher education: International conference, Hong Kong.
Yang, M. & Chau, A. (2010, July). Journeys of intercultural learning through study abroad. 17th International Conference on Learning, Hong Kong.
Yang, M. Carless, D., Salter, D., & Lam, J. (2010, June). Giving and receiving feedback: A Hong Kong perspective. Refereed Proceedings of The Temasek Polytechnic International Conference on Learning and Teaching, Singapore.

Project

Cultivating Student Teachers' Capability for Collaborative Problem-solving in Curriculum and Assessment Planning through Communities of Inquiry
(i) Develop an effective teaching-assessment strategy of supporting collaborative problem-solving in student teachers’ curriculum and assessment planning (ii) Generate a set of resources of collaborative problem-solving tasks for curriculum and assessment planning at undergraduate and post-graduate levels respectively, which include: (a) Text-based/multimedia materials; (b) Teacher instruction (discussion questions and planning templates) for problem identification and solving through in-group d . . .
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏
 
Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development
1. Determine if and how teachers adjust their assessment practice in response to the reform of Liberal Studies HKDSE 2. Determine which factors influence such adjustments 3. Determine the extent to which teachers' adjusted assessment practices align (or not) with their beliefs about assessment in the reformed Liberal Studies 4. Determine how teachers' adjusted assessment practices influence secondary-four students' learning outcomes (academic achievement) and wellbeing in the reformed Liberal St . . .
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏
 
Teachers’ assessment practices in the new Civic and Social Development subject and effects on secondary four students’ learning outcomes and well-being: A pilot study
We will conduct a pilot study with a small number of teachers and students and to support the analysis of the pilot data regarding teachers' assessment practices and how students' learning outcomes and well-being are impacted under the reform of assessment in Liberal Studies.
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏
 
Developing School Teachers’ Capacity for Collaborative Knowledge Building in a MOOC Learning Environment in Mainland China
• This project will tackle the problem: How can MOOC instructors design and implement peer discussion activities to develop participants’ capacity for collaborative knowledge building?
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g . . .
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (YANG, Min 楊敏 as Co-Investigator)
 
Supporting education students’ constructive peer feedback seeking and self-reflection
• Develop a package (with guidelines and tools) to support education students’ peer feedback seeking and self-reflection on their own assessment task design and redesign • Evaluate the effects of the Peer Feedback Seeking Package on education students’ learning outcomes
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Translating Research into Actionable Approaches for Developing Student Assessment Literacy
We will specifically focus on how teachers can i. Design and implement strategies for inducting students to basic knowledge and skills of making evaluative judgment ii. Adapt evaluative tools to assess impact of the strategies on student assessment literacy
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏
 
Developing Evaluative Judgment among Students: An Interactive Assessment and Feedback Process
This project aims to develop an Interactive Assessment and Feedback Process (IAFP) and investigate its effectiveness in enhancing students’ academic achievement and developing their evaluative judgment in the context of higher education.
Project Start Year: 2019, Principal Investigator(s): YAN, Zi 晏子 (YANG, Min 楊敏 as Co-Investigator)
 
Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the s . . .
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (YANG, Min 楊敏 as Co-Investigator)
 
How Do First-Year Non-Local Chinese Students Adapt to Living and Studying at University in Hong Kong? An Investigation From an Intercultural Experiential Learning Perspective
..
Project Start Year: 2018, Principal Investigator(s): YANG, Min 楊敏
 
All that Effort of Feedback Research, But what is the Effect in Chinese Secondary Students? Identify Impact through INFACT (Innovative Formative Assessment Collaborative Team)
The major purpose of this cluster is to develop a new Area of Strength on feedback research by integrating research and practical strengths of the team members.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭 (YANG, Min 楊敏 as Co-Investigator)
 
Case-based Blended Learning Pedagogies for Pre-service Teachers: Building a Community of Practice in Higher Education Settings
This project aims to (a) explore and examine innovative blended learning (BL) pedagogies that effectively integrate case-based learning (CBL) to enhance student engagement and learning of pre-service teachers, and (b) build professional capacity of BL in higher education settings. This project is grounded in a continuous endeavor to address wide-ranging needs and issues related to teaching and learning of the Education Studies (ES) Core Courses of pre-service programmes. Initial effort has been . . .
Project Start Year: 2017, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開, YUEN, Wai Kwan Gail 袁慧筠 (YANG, Min 楊敏 as Co-Investigator)
 
Developing Peer- and Self-assessment Strategies for the Enhancement of Student Learning Outcomes
This project will seek to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies will involve the use of feedback prompts for training students in . . .
Project Start Year: 2017, Principal Investigator(s): YANG, Min 楊敏
 
An Investigation of the Role of Dialogic Feedback in Supporting Undergraduate Students' Development of Higher-order Thinking Skills in Classrooms
This project aims to investigate how technology-enhanced feedback strategies can be employed by teachers to afford productive learning opportunities for students in higher education. Technology-enhanced feedback strategies are approaches to using ICT to engender asynchronous and/or real-time teacher-student and student-student interactions with a view to providing recurring feedback for students’ productive learning. Productive learning refers to an effective way of learning characterized with i . . .
Project Start Year: 2016, Principal Investigator(s): YANG, Min 楊敏
 
Technology-enhanced Feedback Strategies for Productive Learning in Higher Education
This project aims to investigate how technology-enhanced feedback strategies can be employed by teachers to afford productive learning opportunities for students in higher education. Technology-enhanced feedback strategies are approaches to using ICT to engender asynchronous and/or real-time teacher-student and student-student interactions with a view to providing recurring feedback for students’ productive learning. Productive learning refers to an effective way of learning characterized with i . . .
Project Start Year: 2016, Principal Investigator(s): YANG, Min 楊敏
 
Unraveling the role of community service in adolescent identity formation
Researchers have argued that community service play a significant role in facilitating adolescent identity formation (Youniss & Yates, 1997; Kroger, 2007), with identity formation being regarded as a major development issue confronting adolescents (Erikson, 1968). Much research has been conducted to report the positive impact of community service in adolescent identity formation (Hardy et al., 2010); what remains unknown, however, is which community service program factors provide concrete oppor . . .
Project Start Year: 2016, Principal Investigator(s): XU, Hui Xuan 徐慧璇 (YANG, Min 楊敏 as Co-Investigator)
 
Blended use of Technology-enhanced formative assessment (TEFA) tasks and classroom reasoning (CR) tasks for developing higher-thinking skills (HOTs)
Overall Aim: To explore how students’ development of higher-order thinking skills (HOTs) can be supported through the blended use of technology-enhanced formative assessment (TEFA) tasks and classroom reasoning (CR) tasks Project objectives: (1)To explore the utility of the blended use of TEFA tasks and CR tasks in supporting students’ HOTs development (2)To explore pedagogic principles for designing TEFA tasks and CR tasks for developing HOTs (3)To examine the perception of students about the . . .
Project Start Year: 2015, Principal Investigator(s): YANG, Min 楊敏
 
How does teachers' assessment feedback practice support student learning in higher education? Stage 2 investigation
The objective of this project was to explore the role of dialogic feedback in supporting student learning in higher education. Using classroom observations and interviews with six teachers and their students (n=50) at a higher education institution in Hong Kong SAR, the present study investigates how the teachers used purposefully designed classroom tasks to facilitate students’ engagement with subject matter, wherein dialogic feedback played a key role in scaffolding students’ thinking and unde . . .
Project Start Year: 2014, Principal Investigator(s): YANG, Min 楊敏
 
Supporting New Non-local Students' Academic and Social-cultural Integration into the FEHD and HKIEd Communities: An Evidence-based Approach
This project seeks to build a research evidence base on how new non-local students (NLS) and their senior peers at a Faculty of Education experience academic and social-cultural integration into the Faculty and the Institution. The research evidence will be drawn upon in formulating practices and strategies for the Faculty NLS Support initiative. Compared with their local peers who also face academic and social integration challenges as they move into the new learning environment (Pascarella & T . . .
Project Start Year: 2014, Principal Investigator(s): YANG, Min 楊敏
 
How does teachers’ assessment feedback practice support student learning in higher education? An exploratory study
The project aims to explore the research question: How does teachers’ assessment feedback practice support effective student learning in higher education? This project will be conducted as a pilot study that will potentially lead to a General Research Fund (GRF) proposal. Yang and Carless’ (2012) Feedback Triangle Framework will be employed to critically analyse teachers’ and students’ experience of assessment feedback and the extent to which such experience facilitates effective learning among . . .
Project Start Year: 2013, Principal Investigator(s): YANG, Min 楊敏
 
Studying Formative Feedback Strategies to Enhance Student Learning Outcomes
Formative feedback is generated by teachers as strategies to engage learners to constantly reflect on how they can approach, orient, and evaluate learning, which leads to successful learning outcomes. This project adopts a quasi-experiment to evaluate the effectiveness of formative feedback strategies on students’ academic and psychological outcomes. A sample of students will be invited to join the experimental group (with specific formative feedback strategies) or control group (without specifi . . .
Project Start Year: 2013, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Min 楊敏 as Co-Investigator)
 
Whole Person Development through Multicultural Service Learning Experience for Hong Kong Undergraduates: Phase I of A Collaborative Research Project
Using a conceptual framework which highlights the role of goal setting, self-regulation and a moral core of care in whole person development, the project will critically investigate Hong Kong undergraduate students’ moral, cultural and leadership identity development through multicultural service learning. This project has been proposed to support the applicant (PI) and Co-Is’ ongoing collaborative research.
Project Start Year: 2012, Principal Investigator(s): YANG, Min 楊敏
 
Whole Person Development through Multicultural Service Learning for Students in Higher Education
Using an empirically derived conceptual framework which highlights the role of goal setting, self-regulation and a moral core of care in whole person development, this pilot study will investigate students’ development of identity through multicultural service learning in higher education. Students participating in selected service learning programmes at the University of Hong Kong and Lingnan University will be recruited for data collection. The project will make a significant theoretical contr . . .
Project Start Year: 2012, Principal Investigator(s): YANG, Min 楊敏
 
Student moral identity development through service learning at university
Data will be collected with students who participate in one of the following two types of service learning programmes: (1)Service learning courses: academic courses that incorporate distinctive service learning elements. These are offered in each degree programme at Lingnan University. (2)Service learning programmes and service-oriented field trips and internship programme that are not attached to specific academic courses. These programmes are offered centrally by CEDARS / The Service Lea . . .
Project Start Year: 2010, Principal Investigator(s): YANG, Min 楊敏
 
Small Project Funding: Study on the International Education Experience of HKU (Stage 2)
Studies in this student study abroad experience have been undertaken at national, institutional, programme and individual student levels, which have put diverse aspects of international education into scrutiny. This research aims to explore the range of undergraduates’ experiences, perceptions and outcomes of international education. The investigators propose a study to look into the academic/professional, social and cultural learning processes of HKU undergraduate students’ international educat . . .
Project Start Year: 2008, Principal Investigator(s): YANG, Min 楊敏