The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.
Over several decades, a policy framework focusing on child well-being improvement has emerged as one of the development goals (Bain et al., 2018;Coll-Seck et al., 2019;Hug et al., 2019). Yet, the lack of shared agreement on the child well-being concept and how best to measure it has limited its ability to achieve the expected outcomes (Biggeri & Cuesta, 2021;Street, 2021). Understanding the dynamics of child well-being, however, is crucial to the provision of better social facilities and improving the basic needs of children for effective transition from childhood to adulthood.Scholarly knowledge concerning child well-being was built on Western and developed countries' experience (Bradshaw et al., 2007(Bradshaw et al., , 2013D'Agostino et al., 2019;Idoiaga Mondragon et al., 2021), which has been found to be of little relevance in explaining child well-being in the Southeast Asia context (Cho, 2015). The insufficiency of research pertaining to children has resulted in difficulties to specifically capture the complexity of child welfare and its provisions in the Southeast Asia region. Most countries in this region share salient, distinct features in their approach to well-being. High economic growth has been prioritized, but child well-being was strongly related to "familistic" institutional arrangements or another informal mechanism (Abrahamson, 2017;Tonelli et al., 2021;.In Southeast Asia, compared to advanced welfare state countries, child well-being has been put on the public policy agenda in recent years through the ratification of the United Nations Convention on the Rights of the Child in 1995 (United Nations Children's Fund [UNICEF], 2019).After ratifying the convention, Southeast Asian countries have immediately made a number of important commitments to ensure holistic
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