Purpose
The purpose of this paper is to examine student engagement in learning amid COVID-19 and compare it with the previous cohort under face-to-face learning and propose a series of learning activities to engage students for any uncertain situations in the future.
Design/methodology/approach
Two online surveys were conducted at the end of the academic years of 2018/2019 and 2019/2020 to measure student engagement under face-to-face tradition learning and emergency remote learning respectively.
Findings
Student behavioural engagement was found no statistical difference between the two learning situations, whereas students having face-to-face learning demonstrated greater emotional and cognitive engagement. Social interaction is essential to drive student engagement in emergency remote learning.
Practical implications
The authors intended to highlight some teaching approaches and learning activities for social interaction to engage students.
Originality/value
Engaging students in remote or online learning is an educational challenge for the new reality. This paper proposed the teaching approach and learning activities to engage students in their learning in the future.
PurposeThe paper aims to address the gap in the literature related to students’ mindsets and learning activities through investigation of the differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour based on their mindset. The study provides an in-depth analysis of students with different mindsets and proposes the use of overseas tours and intercultural learning to foster students’ growth mindset.Design/methodology/approachAn overseas study tour hosted by a self-financing tertiary institution in Hong Kong was selected for investigation. 13 sub-degree students participated in the study tour during the summer term in 2018. Two types of primary data – quantitative (i.e., a questionnaire survey) and qualitative (i.e., in-depth interviews) – of fixed mindset and growth mindset students were collected for analysis.FindingsThe findings indicate differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour depending on whether they demonstrate a fixed or growth mindset. The growth mindset students had more and higher expectations of the study tour, all of which were related to personal growth and development. The fixed mindset students did not have as much of a desire for personal development and their expectations were easily met. Both growth and fixed mindset students had positive feelings and perceptions of the tour.Originality/valueResearch on the application value of overseas study tours in helping students from self-financing tertiary institutions develop a growth mindset is scarce, and thus warrants further investigation.
In the context of ferry industry, fair transport is a new concept and under-researched in the academic research and industrial practitioners. The ferry operators overlook responsible ferry, happy employees, and quality services are crucial to align with the United Nations Sustainable Development Goals. The role of fair transport is still ambiguous and unawareness of the society. Also, the government bodies, policymakers, and international organizations implement ineffective measures to support the idea of fair transport in a ferry industry. The paper mainly review the current ferry industry context for the new fair transport concept, and investigate the key roles of ferry operators and international organizations in the fair transport.
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