Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China

Ng, Davy Tsz Kit

doi:10.1111/bjet.13185

Cited by 38 publications

(34 citation statements)

References 108 publications

(133 reference statements)

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“…Kearns (2016) found that the quality of virtual aviation courses is way too diversified: some courses directly transformed conventional classroom delivery to online mode without thoroughly considering the difference between the two environments. Also, Ng (2022) concluded that students criticise online teaching pedagogy based on its effectiveness. While virtual teaching might lack the components for essential practices, students find the lesson recordings from this teaching mode useful as they can review them any time after the lesson.…”

Section: Policy and Managerial Insightsmentioning

confidence: 99%

Sustaining aviation workforce after the pandemic: Evidence from Hong Kong aviation students toward skills, specialised training, and career prospects through a mixed-method approach

Yiu¹,

Ng²,

Yu³

et al. 2022

Transport Policy

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Section: Policy and Managerial Insightsmentioning

confidence: 99%

Sustaining aviation workforce after the pandemic: Evidence from Hong Kong aviation students toward skills, specialised training, and career prospects through a mixed-method approach

Yiu¹,

Ng²,

Yu³

et al. 2022

Transport Policy

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“…A study conducted by Mystakidis et al (2021) suggested the use of a CoI, where students could build their personal connections to establish collaboration, communication and social presence, thus offering deep and meaningful learning experiences for students in social VR environments. I have highlighted the importance of social and cognitive support to discuss how to foster students' engagement in an aviation virtual laboratory setting with the use of flight simulation and virtual tours (Ng, 2022a(Ng, , 2022b. Similarly, Williams et al (2022) integrated meaningful learning in VR organic chemistry laboratories to provide immersive and realistic experiences for students, and reduce students' attendance challenges and safety concerns.…”

Section: Metaverse As a Community Of Inquiry (Coi)mentioning

confidence: 99%

What is the metaverse? Definitions, technologies and the community of inquiry

Ng¹

2022

AJET

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The term metaverse appeared for the first time in a novel published in 1992. Since the early 2000s, researchers have started to use this term to refer to digital technologies for learners to interact with other users with avatars. The term came to prominence in around 2020 due to the rebranding of Facebook. However, there was no consensus on what kind of technologies should belong to the metaverse and how to conceptualise the term. As such, this paper presents an exploratory review for conceptualising the metaverse based on 19 articles from the Web of Science database. This review focuses on the metaverse trend, how researchers in the past and present conceptualizing the term, and key technologies identified in the metaverse world. The findings identify the major types of technologies used in the metaverse studies and offers a sound theoretical foundation in terms of cognitive, social and teacher presence to understand what future potential of these technologies could bring to online learning. Five major types of technologies are identified which could map to four key elements of the metaverse (i.e., immersion, advanced computing, socialisation, decentralisation). At the end, a model is proposed to connect the key elements of the metaverse and its three presences in the community of inquiry that enhance students’ learning outcomes in the metaverse learning environment. Implications for practice or policy: Educators and researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector. Instructional designers could create meaningful learning experiences through the four key elements of the metaverse – immersion, advanced computing, socialisation and decentralisation. Policy-makers and educators could refer to the model of metaverse learning environment to guide their future policy and practices.

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“…These papers explore the coping mechanisms among the Eastern and Western universities for emergency remote teaching (ERT) during the pandemic, the impact of ERT on students and staff, and also some of the implications for post-pandemic improvement. Ng (2022) analyses the effectiveness of a month-long online aviation programme implemented in Mainland China and Hong Kong universities for undergraduate aviation and tourism students. He argues that even though students were motivated to learn online, and appreciated the collaborative and 'hands-on' opportunities offered by online learning, they prefer blended learning, since face to face teaching enables them to have a proper contact and social interactions with their peers, and also industry professionals in a physical environment.…”

Section: Overvie W Of the Speci Al Sectionmentioning

confidence: 99%