Abstract:

The project incorporates e-Leadership training into curriculum and extra-curriculum design in higher education context through the collaboration of two academic units (MIT & HPE) and a research centre (ARC). Around 90 undergraduate students will participate in the study. About 60 of them from the courses INT2023 and PES3167/01E&02E will participate in Intervention A, which is in-class teaching and learning of e-Leadership skills through the knowledge transmission of and reflection on current e-Learning practices. Another 30 of them recruited from different disciplines will participate in Intervention B. They will be mixed into groups of 6 to 8; each group follows a mentor (i.e. project PI and Co-Is) in conducting a cross-departmental group project on e-Learning plan. Interventions A and B are conducted simultaneously.
Baseline test and post-tests will be conducted before and after the interventions. Both quantitative and qualitative data are collected. Assessment focuses on students’ knowledge and attitude change after the interventions (through technology knowledge test and questionnaires) and their satisfaction rate towards the project design and outcomes (through focus group interviews). Rasch measurement will be applied to data analysis and results will be reported to the Institute as well as the wider education community.

Code:

T0133

Principal Project Supervisors:

• MOK, Mo Ching Magdalena

Keywords provided by authors:

• E-leadership
• E-learning
• Information Communication Technology
• Cross-departmental project

Subjects:

• Internet in education
• Computer-assisted instruction

Start Date:

01 Jun 2014

End Date:

30 Jun 2016

Status:

Completed

Result:

The project has developed the assessment scales on students' e-Leadership skills and attitude. It includes ICT knowledge tests, students' self-assessed questionniare on students' soft e-Leadership skills and apptitudes, peer-evaluation questionnaire on students' expectation/asessment of goup-mates' performace, montor evaluation questionaire, etc.
The e-Leadership training was incoported into the curriculum desgin. the concepts and importance of e-Leadership was introduced to students through class teaching and guest talk. Students were also encouraged to lead discussion on ICT platforms such as Schoology and Moodle. Students were also given opportunities to make use of their ICT knowledge and skill to finish assignments and projects in groups. Through the initial result using the  assessment scales on students' e-Leadership skills and attitude on INT2035 Software Development course, it was found that students had an increase in their knowledge level. Focus group results also found that students had interest in applying ICT to their learning.
 

Impact:

Project impacts included:

Promoting institute-level collaboration between research centres and academic units.
Building students' e-Leadership skill (hard and soft knowledge and skill) and their attitude.
Incoporating e-leadership into curriculum and extra-curriculum design.
Shedding lights on future study

 

Deliverables:

Books/ Book Chapters/ Journal Articles/ Conference Papers

Mok, M. M. C., Kwok, K.W., Lam, S.M., Li, P., Chen, S., & Kong, S.C. (2016, Nov). E-Leadership training in higher education without direct instruction. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), 9-13 November 2016, National Sun Yat-Sen University, Kaohsiung Taiwan.https://repository.eduhk.hk/en/publications/ad7f5f54-4336-4aed-871b-fe12...

 

Financial Year:

2013-14

Type:

TDG