Scholarship

Articles

• Ho, CY, & Liao, CS, & Lu, JJ, & Shan, ZY, & Gu, M, & Bridges, SM, & Yang, Y (2022). 3‐Dimensional simulations and student learning in orthodontic education. European Journal of Dental Education, 2022, v. 26 n. 3, p. 435-445.DOI:10.1111/eje.12718
• Chan, CKY (2022). A Review Of The Changes In Higher Education Assessment And Grading Policy During Covid-19. Assessment & Evaluation in Higher Education, 2022.
• Chan, CKY, & Luk, LYY (2022). Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education. Studies in Educational Evaluation, 2022, v. 72, p. article no. 101102.DOI:10.1016/j.stueduc.2021.101102
• Chan, CKY, & Tsi, HY, & Yeung, NC (2022). An Adapted 3p (precursor-process-product) Framework For Development Of Holistic Competencies – “approach To Develop” In Out Of Classroom. Studies In Educational Evaluation, 2022.
• Wong, HYH, & Chan, CKY (2022). Assessing Engineering Students’ Perspectives Of Entrepreneurship Education Within Higher Education: A Comparative Study In Hong Kong. Assessment & Evaluation In Higher Education, 2022, p. 1-13.DOI:10.1080/02602938.2022.2137103
• LUO, J, & Chan, CKY (2022). Conceptualising Evaluative Judgement In The Context Of Holistic Competency Development: Results Of A Delphi Study. Assessment and Evaluation in Higher Education, 2022.
• Chan, CKY, & Luk, LYY (2022). Eight Years After The 3-3-4 Curriculum Reform: The Current State Of Undergraduates’ Holistic Competency Development In Hong Kong. Studies in Educational Evaluation, 2022, v. 74, p. 101168.DOI:10.1016/j.stueduc.2022.101168
• Chan, CKY, & Luk, LYY (2022). Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment. Higher Education Research and Development, 2022, v. 41 n. 3, p. 647-664.DOI:10.1080/07294360.2021.1877628
• LUO, J, & Chan, CKY (2022). Influences of shadow education on the ecology of education – A review of the literature. Educational Research Review, 2022, v. 36, p. 100450.DOI:10.1016/j.edurev.2022.100450
• Luo, J, & Chan, CKY (2022). Qualitative Methods To Assess Intercultural Competence In Higher Education Research: A Systematic Review With Practical Implications. Educational Research Review, 2022, v. 37, p. 100476.DOI:10.1016/j.edurev.2022.100476
• Chan, CKY, & LUO, J (2022). Youth mentoring strategies and impacts on holistic competencies of secondary school students in Hong Kong. British Journal of Guidance & Counselling, 2022, p. 1-14.DOI:10.1080/03069885.2022.2030858
• Fryer, LK, & Bovee, H. N., & Nakao, K (2022). Self‐efficacy latent growth trajectories’ longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology, 2022.DOI:10.1111/bjep.12473
• Dinsmore, D, & Fryer, LK, & Parkinson, M (2022). The learning styles hypothesis is false, but there are patterns of student characteristics that are useful. Theory Into Practice, 2022, v. 61, p. 418-428.DOI:10.1080/00405841.2022.2107333
• Kee, YCT (2022). Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education. Sustainability, 2022, v. 14, p. 18.
• Kee, YCT (2022). Foregrounding Design Thinking in Project-Based Learning amid the Transition to the New Normal. Interdisciplinary Journal of Problem-based Learning , 2022.
• Kee, YCT (2022). Learning motivation and psychological empowerment of socioeconomically disadvantaged learners – an empirical study on inclusive project-based learning during Covid-19. International Journal of Inclusive Education, 2022, p. 21.
• Ganotice, FJA, & Chan, SCS, & Chow, AYM, & Fan, KHK, & Khoo, US, & King, RB, & Lam, MPS, & Wang, N, & Yeung, SS, & Tipoe, GL (2022). What factors facilitate interprofessional collaboration outcomes in in interprofessional education? A multi-level perspective. Nurse Education Today, 2022.
• Ganotice, FJA, & Chan, SCS, & Chow, AYM, & Fan, KHK, & Khoo, US, & King, RB, & Lam, MPS, & Luk, PLP, & Ng, AYM, & Wang, N, & Yeung, SSS, & Tipoe, GL (2022). What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective. Nurse Education Today, 2022, v. 114, p. 105393.DOI:10.1016/j.nedt.2022.105393
• Xie, Q, & Zhang, LF, & King, RB (2022). Why do students change their learning approaches? A mixed-methods study. Educational Psychology, 2022, p. 1-20.DOI:10.1080/01443410.2022.2049708

Conference Papers

• Buehlmaier, M, & Dos Santos Oliveira, BC, & Zou, XT (2022). Fostering Financial Literacy and UG Research by Backtesting of Investment Strategies (Poster). 3rd HKU Teaching and Learning Festival.
• Bridges, SM (2022). Dialogic intervisualizing: Developing a conceptual framework for equitable engagement in blended inquiry-based learning. International Society of the Learning Sciences (ISLS) Annual Meeting 2022: International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices, Online Meeting, Hiroshima, Japan, 6-10 June 2022.
• Bridges, SM (2022). Dialogic intervisualizing: Developing a conceptual framework for equitable engagement in blended inquiry-based learning. 15th International Conference on Computer-Supported Collaborative Learning (CSCL) (Online), Hiroshima, Japan, June 6-10, 2022. In CSCL proceedings: 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022, p. 475-475.
• Zeng, M, & Bridges, SM (2022). Factors that affect student choice of course modality and learning environment during COVID-19 in an Asian context. 15th International Conference on Computer-Supported Collaborative Learning (CSCL), Hiroshima, Japan, June 6-10, 2022. In CSCL 2022: Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning, p. 503-504.
• Lo, CTS, & Bridges, SM, & Yip, WYV, & Williams, GA, & Chan, KH, & Chen, G, & Leung, JSC, & Russell, BD, & Not, CA, & Goodwin, AL (2022). Sociomateriality of apprenticeship learning in ecological fieldwork. 16th International Conference of the Learning Sciences (ICLS), Hiroshima, Japan, June 6-10, 2022. In 16th International Conference of the Learning Sciences (ICLS) 2022: ICLS Proceedings: 2nd Annual Meeting of the International Society of the Learning Sciences (ISLS), p. 2040-2041.
• Kee, YCT, & Bridges, SM (2022). New Hybrid Learning Mobile Desk Console System by The Centre of the Enhancement of Teaching and Learning of the University of Hong Kong. 7th Innovative Learning Spaces Summit (Hybrid), Amsterdam, Netherlands, September 14-16, 2022.
• Molinari, G, & Raes, A, & Zeng, M, & Bridges, SM, & Mentzer, N, & Farrington, SW, & Koehler, A, & Mohandas, L, & Aamir, A, & Claypool, M, & Petit, M, & Babin, J, & Desrocher, ME, & Järvenoja, H, & Törmänen, T, & Pramila-Savukoski, S, & Kuivila, H, & Järvelä, S, & Mikkonen, K, & Ollesch, L, & Bodemer, D, & Weinberger, A (2022). How to promote optimal individual and collaborative learning in remote and hybrid environments?: A focus on motivational and emotional factors. 15th International Conference on Computer-Supported Collaborative Learning (CSCL), Hiroshima, Japan, June 6-10, 2022. In CSCL Proceedings: 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022, p. 501-508.
• Nakao, K, & Oga-Baldwin, WLQ, & Fryer, LK, & Shum, SA (2022). Assessing and Gamifying Phonemic Awareness in Japanese Primary Schools. European Association For Research Of Learning And Instruction, SIG 6&7 At: Swiss Federal University For Vocational Education And Training In Zollikofen, Switzerland.
• Shum, SA, & Fryer, LK, & Wong, CW (2022). Examining Effects Of Grade Goals On Beliefs And Motivations In First- Year Higher Education With A Bespoke Formative Testing Platform. 2022 Earli SIG 6 & 7 Conference At Swiss Federal University For Vocational Education And Training In Zollikofen, Switzerland.

Books

• Chan, CKY (2022). Assessment for Experiential Learning. Chan, CKY. .. : Routledge. 2022.
• Chan, CKY (2022). Assessment for Experiential Learning. Chan, CKY. . London: Routledge. 2022.DOI:10.4324/9781003018391

Book Chapters

• Bridges, SM (2022). Video-Enabled Educational Ethnographies: The Centrality of Recordings in an Interactional Ethnography. In Audra Skukauskaitė & Judith Green (Eds.), Interactional Ethnography: Designing and Conducting Discourse-Based Ethnographic Research, p. 30 pages. : Routledge.
• Fryer, LK, & Shum, SA, & Nakao, K (2022). Motivation to Learn in Open, Distance, and Digital Education. In Handbook of Open, Distance and Digital Education, p. 1-17. Singapore: Springer Nature Singapore, 2022.DOI:10.1007/978-981-19-0351-9_52-1

Articles

• Ho, CY, & Liao, CS, & Lu, JJ, & Shan, ZY, & Gu, M, & Bridges, SM, & Yang, Y (2021). 3‐Dimensional simulations and student learning in orthodontic education. European Journal of Dental Education, 2021.DOI:10.1111/eje.12718
• Perry, S, & Bridges, SM, & Burrow, MF (2021). A conceptual model for clinical psychomotor skill development in an era of simulated and virtual reality. European Journal of Dental Education, 2021.DOI:10.1111/eje.12699
• XU, X, & Bridges, SM (2021). Enhancing patient-centred communication across barriers: The case of intersubjectivity management in medical interpreting. Patient Education and Counseling, 2021.DOI:10.1016/j.pec.2021.11.006
• Chian, MM, & Bridges, SM, & Lee, DPL (2021). Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education. Learning, Culture and Social Interaction, 2021, v. 31 n. pt. A, p. article no. 100573.DOI:10.1016/j.lcsi.2021.100573
• Jandrić, J, & Hayes, D, & Levinson, P, & Christensen, LL, & Lukoko, HO, & Kihwele, JE, & Brown, JB, & Reitz, C, & Mozelius, P, & Nejad, HG, & Martinez, AF, & Arantes, JA, & Jackson, L, & Gustafsson, U, & Abegglen, S, & Burns, T, & Sinfield, S, & Sinfield, M, & Kishore, P, & Carr, PR, & Batarelo Kokić, I, & Prinsloo, P, & Grauslund, D, & Steketee, A, & Achieng-Evensen, C, & Komolafe, BF, & Suoranta, J, & Hood, N, & Tesar, M, & Rose, J, & Humble, N, & Kirylo, JD, & Mañero, J, & Monzó, LD, & Lodahl, M, & Jaldemark, J, & Bridges, SM, & Sharma, N, & Davidsen, J, & Ozoliņš, J, & Bryant, P, & Escaño, C, & Irwin, J, & Kaur, K, & Pfohl, S, & Stockbridge, K, & Ryberg, T, & Pyyhtinen, O, & SooHoo, S, & Hazzan, MK, & Wright, J, & Hollings, S, & Arndt, S, & Gibbons, A, & Urvashi, S, & Forster, DJ, & Truelove, I, & Mayo, P, & Rikowski, G, & Stewart, PA, & Jopling, M, & Stewart, GT, & Buchanan, R, & Devine, N, & Shukla, R, & Novak, R, & Mallya, M, & Biličić, E, & Sturm, S, & Sattarzadeh, SD, & Philip, AP, & Redder, B, & White, EJ, & Ford, DR, & Allen, Q, & Mukherjee, M, & Hayes, S (2021). Teaching in the Age of Covid-19—1 Year Later. Postdigital Science and Education, 2021.DOI:10.1007/s42438-021-00243-7
• Cheung, CC, & Bridges, SM, & Tipoe, GL (2021). Why is anatomy difficult to learn? The implications for undergraduate medical curricula. Anatomical Sciences Education, 2021, Epub 2021-03-15.DOI:10.1002/ase.2071
• Cheng, MWT, & Chan, CKY (2021). ‘Invisible in a visible role’: A Photovoice Study Exploring the Struggles of New Resident Assistants. Journal of Further and Higher Education, 2021, v. 45 n. 5, p. 688-703.DOI:10.1080/0309877X.2020.1812547
• Chan, CKY, & Luk, YYL (2021). A Four-dimensional Framework For Teacher Assessment Literacy In Holistic Competencies. Assessment & Evaluation in Higher Education, 2021.DOI:10.1080/02602938.2021.1962806
• Wong, HYH, & Chan, CKY (2021). A systematic review on the learning outcomes in entrepreneurship education within higher education settings. Assessment & Evaluation in Higher Education, 2021, p. 1-18.DOI:10.1080/02602938.2021.2021583
• Chan, CKY, & Lee, KKW (2021). Constructive alignment between holistic competency development and assessment in Hong Kong engineering education. Journal of Engineering Education, 2021, v. 110 n. 2, p. 437-457.DOI:10.1002/jee.20392
• Chan, CKY, & LUO, J (2021). Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education, 2021, Epub 2021-03-10.DOI:10.1080/02602938.2021.1888074
• Chan, CKY, & Luk, LYY (2021). Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment. Higher Education Research and Development, 2021.DOI:10.1080/07294360.2021.1877628
• Chan, CKY, & LUO, J (2021). Investigating student preparedness for holistic competency assessment: insights from the Hong Kong context. Assessment & Evaluation in Higher Education, 2021, p. 1-16.DOI:10.1080/02602938.2021.1939857
• Chan, CKY, & LEE, KWK (2021). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 2021, v. 32, p. article no. 100376.DOI:10.1016/j.edurev.2020.100376
• Luk, YYL, & Chan, CKY (2021). Students’ learning outcomes from engineering internship: a provisional framework. Studies in Continuing Education, 2021, p. 1-20.DOI:10.1080/0158037X.2021.1917536
• Chan, CKY, & WONG, YHH (2021). Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development. Active Learning in Higher Education, 2021, p. 146978742110544.DOI:10.1177/14697874211054449
• Chan, CKY, & Chen, SW (2021). Students’ perceptions on the recognition of holistic competency achievement: A systematic mixed studies review. Educational Research Review, 2021, p. 100431.DOI:10.1016/j.edurev.2021.100431
• Chan, CKY, & Yeung, NCJ (2021). To assess or not to assess holistic competencies – Student perspectives in Hong Kong. Studies in Educational Evaluation, 2021, v. 68, p. article no. 100984.DOI:10.1016/j.stueduc.2021.100984
• Leenknecht, M, & Wijnia, L, & Köhlen, M, & Fryer, L, & Rikers, R, & Loyens, S (2021). Formative assessment as practice: the role of students’ motivation. Assessment & Evaluation in Higher Education, 2021, v. 46 n. 2, p. 236-255.DOI:10.1080/02602938.2020.1765228
• Fryer, LK, & Zeng, LM, & Zhao, Y (2021). Assessing University and Programme Experiences: Towards an Integrated Asia Pacific Approach. Frontiers in Education, 2021, v. 6, article no. 748590.DOI:10.3389/feduc.2021.748590
• HUANG, W, & Hew, KFT, & Fryer, LK (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 2021.DOI:10.1111/jcal.12610
• Gegenfurtner, A, & Narciss, S, & Fryer, LK, & Jarvela, S, & Harackiewicz, JM (2021). Editorial: Affective Learning in Digital Education. Frontiers in Psychology, 2021, v. 11, p. article no. 630966.DOI:10.3389/fpsyg.2020.630966
• Fryer, LK, & Shum, A, & Lee, A, & Lau, P (2021). Mapping students’ interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction, 2021, v. 75, p. article no. 101493.DOI:10.1016/j.learninstruc.2021.101493
• Shum, SA, & Fryer, LK, & Cano, F, & Pichardo, M, & Berben, ABG (2021). Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes. Higher Education Research and Development , 2021.DOI:10.1080/07294360.2021.1985088
• Kee, Tris (2021). COVID-19 Pandemic Inspired Design – An Empirical Study on Maskeeper’s User Experience and Design Ergonomics. Ergonomics International Journal, 5(2): 000271
• Wang, H, & King, RB, & McInerney, DM (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 2021, p. 1-22.DOI:10.1080/02671522.2021.1961293
• Wang, H, & King, RB, & McInerney, DM (2021). Conflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology, 2021.DOI:10.1007/s12144-021-02009-7
• Zhoc, KCH, & King, RB, & Chung, TSH, & Chen, JJ, & Yang, M (2021). Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology, 2021.DOI:10.1007/s12144-021-02294-2
• Korpershoek, H, & King, RB, & McInerney, DM, & Nazzer, RN, & Ganotice, FA, & Watkins, DA (2021). Gender and cultural differences in school motivation. Research Papers in Education, 2021, v. 36 n. 1, p. 27-51.DOI:10.1080/02671522.2019.1633557
• Haw, J, & King, RB, & Trinidad, JER (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research, 2021, v. 110, p. article no. 101864.DOI:10.1016/j.ijer.2021.101864
• Wang, Y, & King, RB, & Wang, F, & Leung, SO (2021). Need-supportive teaching is positively associated with students’ well-being: A cross-cultural study. Learning and Individual Differences, 2021, v. 92, p. 102051.
• King, RB, & Wang, H, & McInerney, D (2021). Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. Current Psychology, 2021.DOI:10.1007/s12144-021-02331-0
• King, RB (2021). Sociocultural and ecological perspectives on achievement motivation. Asian Journal of Social Psychology, 2021.DOI:10.1111/ajsp.12507
• Nalipay, J, & King, RB, & Haw, JY, & Mordeno, IG, & Dela Rosa, ED (2021). Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers. Learning and Individual Differences, 2021, v. 92, p. article no. 102050.DOI:10.1016/j.lindif.2021.102050
• King, RB, & Frondozo, CE (2021). Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement. British Journal of Educational Psychology, 2021.DOI:10.1111/bjep.12436
• Xu, Kate M., & Cunha-Harvey, Anna Rita, & King, Ronnel B., & de Koning, Bjorn B., & Paas, Fred, & Baars, Martine, & Zhang, Jingjing, & de Groot, Renate (2021). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare, 2021.DOI:10.1080/03057925.2021.1922270
• Wang, Hui, & King, Ronnel B., & McInerney, Dennis M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 2021.DOI:10.1080/02671522.2021.1961293
• Du, Hongfei, & Liang, Yue, & Chi, Peilian, & King, Ronnel B. (2021). Chinese perceive upward social mobility: How future mobility is influenced, but not limited by past mobility. International Journal of Psychology, 2021.DOI:10.1002/ijop.12771
• Wang, Hui, & King, Ronnel B., & McInerney, Dennis M. (2021). Conflicting or compatible? Evaluating teachers’ self-transcendence versus self-enhancement values from a multilevel perspective. Current Psychology, 2021.DOI:10.1007/s12144-021-02009-7
• Du, Hongfei, & Zhou, Nan, & Cao, Hongjian, & Zhang, Jintao, & Chen, Anli, & King, Ronnel B. (2021). Economic Inequality is Associated with Lower Internet Use: A Nationally Representative Study. Social Indicators Research, 2021, v. 155, n. 3, p. 789-803.DOI:10.1007/s11205-021-02632-8
• Caleon, Imelda S., & King, Ronnel B. (2021). Examining the phenomenon of resilience in schools: Development, validation, and application of the school resilience scale. European Journal of Psychological Assessment, 2021, v. 37, n. 1, p. 52-64.DOI:10.1027/1015-5759/a000572
• King, Ronnel B., & Trinidad, Jose Eos (2021). Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status. Social Psychology of Education, 2021, v. 24, n. 3, p. 635-652.DOI:10.1007/s11218-021-09616-z
• Du, Hongfei, & Chen, Anli, & Chi, Peilian, & King, Ronnel B. (2021). Income Inequality Reduces Civic Honesty. Social Psychological and Personality Science, 2021, v. 12, n. 4, p. 537-543.DOI:10.1177/1948550620929495
• Chai, Ching Sing, & Lin, Pei Yi, & King, Ronnel B., & Jong, Morris Siu Yung (2021). Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West. Frontiers in Psychology, 2021, v. 12, article no. 581193.DOI:10.3389/fpsyg.2021.581193
• King, Ronnel B., & Caleon, Imelda S. (2021). School Psychological Capital: Instrument Development, Validation, and Prediction. Child Indicators Research, 2021, v. 14, n. 1, p. 341-367.DOI:10.1007/s12187-020-09757-1
• King, Ronnel B., & Cai, Yuyang, & Du, Hongfei (2021). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology, 2021, v. 91, n. 1, p. 328-346.DOI:10.1111/bjep.12354
• Bernardo, Allan B.I., & Cai, Yuyang, & King, Ronnel B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology, 2021.DOI:10.1111/bjep.12411
• King, Ronnel B., & Mendoza, Norman B. (2021). The social contagion of students’ social goals and its influence on engagement in school. Learning and Individual Differences, 2021, v. 88, article no. 102004.DOI:10.1016/j.lindif.2021.102004
• Nalipay, Ma Jenina N., & Cai, Yuyang, & King, Ronnel B. (2021). The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement. School Psychology International, 2021, v. 42, n. 3, p. 221-237.DOI:10.1177/0143034320985200
• Mendoza, Norman B., & King, Ronnel B. (2021). The social contagion of work avoidance goals in school and its influence on student (dis)engagement. European Journal of Psychology of Education, 2021.DOI:10.1007/s10212-020-00521-1
• King, Ronnel B., & Frondozo, Cherry Eron (2021). Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement. British Journal of Educational Psychology, 2021.DOI:10.1111/bjep.12436
• Du, Hongfei, & King, Ronnel B. (2021). What predicts perceived economic inequality? The roles of actual inequality, system justification, and fairness considerations. British Journal of Social Psychology, 2021.DOI:10.1111/bjso.12468
• Zhao, Shan, & Chen, Lihua, & King, Ronnel B., & Nie, Yangang, & Du, Hongfei, & Chi, Peilian (2021). When adolescents believe that SES can be changed, they achieve more: The role of growth mindset of SES. Personality and Individual Differences, 2021, v. 183, article no. 111104.DOI:10.1016/j.paid.2021.111104
• Lee, Daphnee Hui Lin, & King, Ronnel Bornasal (2021). Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context. Asia-Pacific Education Researcher, 2021.DOI:10.1007/s40299-021-00613-6
• Zeng, M, & Fryer, LK, & Zhao, Y (2021). A comparison of three major instruments used for the assessment of university student experience: Toward a comprehensive and distributed approach. Higher Education Quarterly, 2021.DOI:10.1111/hequ.12363
• Zou, TXP, & Yu, J (2021). Intercultural interactions in Chinese classrooms: a multiple-case study. Studies in Higher Education, 2021, v. 46 n. 3, p. 649-662.DOI:10.1080/03075079.2019.1647415

Conference Papers

• Bridges, SM, & Kumpulainen, KP (2021). Educational Responsibilities in Problem-Based Education (PBE): Principles, Practices, and Networks Creating and Supporting PBE. The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021.
• Chian, MM, & Bridges, SM, & Lee, PLD (2021). Surfacing Co-Teaching Discourse Strategies in Initial Teacher Education: A Video-Based Ethnography. The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021.
• Bridges, SM, & Chen, J, & Kong, SC, & Kwong, T, & Lam, P, & Ting, F (2021). Invited Panel: How to improve students learning during this period of online teaching using TEAL?. PALMS Virtual Symposium 2021 – Navigating the Rapidly Evolving Higher Education Landscape with Technology Enhanced Active Learning Pedagogies, Hong Kong, 13 January 2021.
• Bridges, SM, & Galvin, A, & King, S, & Turner, J (2021). Where to for university teaching and learning in times of unprecedented change? International perspectives from Directors and leaders of Centres for Teaching and Learning. Hong Kong Continuing Professional Development Hub (HKCPD Hub) International Conference 2021: Innovative Teaching and Research in English Language Education, Virtual Conference, Hong Kong, 8-10 January 2021.
• Bridges, SM (2021). Dialogic approaches to clinical reasoning: Understanding the role of educational technologies in health professions education. The 3rd International E-Symposium for Communication in Health Care: Advancing Frontiers of Health Communication Research, Education and Practice during the Pandemic, Virtual Meeting, 1-2 March 2021.
• Lee, T, & Chan, SCS, & Bridges, SM, & Chen, JY, & Chan, L (2021). A Narrative Analysis on Teacher Reflections Shifting to Emergency Remote Teaching in Master of Education in Health Professions Education. The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021.
• Zeng, M, & Bridges, SM (2021). Investigating University Student Choice Of Place And Space In Online Learning During Covid-19.

Articles

• Jandrić, P, & Hayes, D, & Truelove, I, & Levinson, P, & Mayo, P, & Ryberg, T, & Monzó, LD, & Allen, Q, & Stewart, PA, & Carr, PR, & Jackson, L, & Bridges, S, & Escaño, C, & Grauslund, D, & Mañero, J, & Lukoko, HO, & Bryant, P, & Fuentes-Martinez, A, & Gibbons, A, & Sturm, S, & Rose, J, & Chuma, MM, & Biličić, E, & Pfohl, S, & Gustafsson, U, & Arantes, JA, & Ford, DR, & Kihwele, JE, & Mozelius, P, & Suoranta, J, & Jurjević, L, & Jurjević, M, & Steketee, A, & Irwin, J, & White, EJ, & Davidsen, J, & Jaldemark, J, & Abegglen, S, & Burns, T, & Sinfield, S, & Kirylo, JD, & Kokić, IB, & Stewart, GT, & Rikowski, G, & Christensen, LL, & Arndt, S, & Pyyhtinen, O, & Reitz, C, & Lodahl, M, & Humble, N, & Buchanan, R, & Forster, DJ, & Kishore, P, & Ozoliņš, JJ, & Sharma, N, & Urvashi, S, & Nejad, HG, & Hood, N, & Tesar, M, & Wang, Y, & Wright, J, & Brown, JB, & Prinsloo, P, & Kaur, K, & Mukherjee, M, & Novak, R, & Shukla, R, & Hollings, S, & Konnerup, U, & Mallya, M, & Olorundare, A, & Achieng-Evensen, C, & Philip, AP, & Hazzan, MK, & Stockbridge, K, & Komolafe, BF, & Bolanle, OF, & Hogan, M, & Redder, B, & Sattarzadeh, SD, & Jopling, M, & SooHoo, S, & Devine, N, & Hayes, S (2020). Teaching in the Age of Covid-19. Postdigital Science and Education, 2020.DOI:10.1007/s42438-020-00169-6
• Wong, HM, & Bridges, SM, & Ma, KW, & Yiu, CKY, & McGrath, CP, & Zayts, OA (2020). Advanced informatics understanding of clinician-patient communication: A mixed-method approach to oral health literacy talk in interpreter-mediated pediatric dentistry. PLoS One, 2020, v. 15 n. 3, p. article no. e0230575.DOI:10.1371/journal.pone.0230575
• Bridges, SM, & Hmelo-Silver, CE, & Chan, LK, & Green, JL, & Saleh, A (2020). Dialogic intervisualizing in multimodal inquiry. International Journal of Computer-Supported Collaborative Learning, 2020, v. 15, p. 283-318.DOI:10.1007/s11412-020-09328-0
• Nunohara, K, & Imafuku, R, & Saiki, T, & Bridges, SM, & Kawakami, C, & Tsunekawa, K, & Niwa, M, & Fujisaki, K, & Suzuki, Y (2020). How does video case-based learning influence clinical decision-making by midwifery students? An exploratory study. BMC Medical Education, 2020, v. 20, p. article no. 67.DOI:10.1186/s12909-020-1969-0
• Bridges, SM, & Chan, LK, & Chen, JY, & Tsang, JPY, & Ganotice, FA (2020). Learning environments for interprofessional education: A micro-ethnography of sociomaterial assemblages in team-based learning. Nurse Education Today, 2020, v. 94, article no. 104569.DOI:10.1016/j.nedt.2020.104569
• Cheng, MWT, & Chan, CKY (2020). ‘Invisible in a visible role’: A Photovoice Study Exploring the Struggles of New Resident Assistants. Journal of Further and Higher Education, 2020.DOI:10.1080/0309877X.2020.1812547
• Chan, CKY, & Luo, J (2020). A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education, 2020, Epub 2020-06-10.DOI:10.1080/02602938.2020.1777388
• Luk, LYY, & Chan, CKY (2020). Adaptation and validation of the Work Experience Questionnaire for investigating engineering students’ internship experience. Journal of Engineering Education, 2020, v. 109 n. 4, p. 801-820.DOI:10.1002/jee.20351
• Chan, CKY, & WONG, HYH, & Luo, J (2020). An exploratory study on assessing reflective writing from teachers’ perspectives. Higher Education Research and Development, 2020, Epub 2020-06-04, p. 1-15.DOI:10.1080/07294360.2020.1773769
• Chan, CKY, & Luo, J (2020). An exploratory study on teacher assessment literacy: Do novice university teachers know how to assess students’ written reflection?. Teachers and Teaching: theory and practice, 2020, Epub 2020-07-05.DOI:10.1080/13540602.2020.1787375
• Chan, CKY, & Luk, LYY (2020). Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies. Assessment & Evaluation in Higher Education, 2020, Epub 2020-07-01.DOI:10.1080/02602938.2020.1784392
• Cheng, MWT, & Chan, CKY (2020). Do university residential experiences contribute to holistic education?. European Journal of Higher Education, 2020, v. 42 n. 1, p. 31-48.DOI:10.1080/1360080X.2019.1659211
• CHENG, MWT, & Chan, CKY (2020). Do university residential experiences contribute to holistic education?. Journal of Higher Education Policy and Management, 2020, v. 42 n. 1, p. 31-48.DOI:10.1080/1360080X.2019.1659211
• Kutnick, P, & Lee, BPY, & Chan, RYY, & Chan, CKY (2020). Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools. International Journal of Educational Research, 2020, v. 103, p. article no. 101610.DOI:10.1016/j.ijer.2020.101610
• Chan, CKY, & Luo, J (2020). Towards an inclusive student partnership: rethinking mentors’ disposition and holistic competency development in near-peer mentoring. Teaching in Higher Education, 2020, Epub 2020-04-09.DOI:10.1080/13562517.2020.1751606
• Chan, CKY, & LUO, J, & LEE, KWK, & WONG, YHH, & LIU, EKY (2020). What are the Essential Characteristics for Curriculum Design to Engage Asian Students in Developing their Self-confidence?. Curriculum and Teaching, 2020, v. 35.
• Shum, A, & Lau, P, & Fryer, L (2020). From learner to teacher: (re)training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research and Development, 2020, Epub 2020-09-24.DOI:10.1080/07294360.2020.1818063
• Fryer, LK, & Coniam, D, & Carpenter, R, & Lăpușneanu, D (2020). Bots for language learning now: Current and future directions. Language Learning & Technology, 2020, v. 24 n. 2, p. 8-22.
• Oga-Baldwin, WLQ, & Fryer, LK (2020). Girls show better quality motivation to learn languages than boys: latent profiles and their gender differences. Heliyon, 2020, v. 6, p. article no. e04054.DOI:10.1016/j.heliyon.2020.e04054
• Oga-Baldwin, WLQ, & Fryer, LK (2020). Profiles of language learning motivation: Are new and own languages different?. Learning and Individual Differences, 2020, v. 79, p. article no. 101852.DOI:10.1016/j.lindif.2020.101852
• Fryer, LK, & Thompson, A, & Nakao, K, & Howarth, M, & Gallacher, A (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences. Learning and Individual Differences, 2020, v. 80, p. 101850.DOI:10.1016/j.lindif.2020.101850
• Fryer, LK, & Bovee, HN (2020). Teaching for course interest. Studies in Higher Education, 2020, Epub, p. 1-12.DOI:10.1080/03075079.2020.1712692
• Fryer, LK, & Nakao, K (2020). The How of Survey Self-report: VAS-Likert-Slide-Swipe… Same difference?. Frontline Learning Research, 2020, v. 8 n. 3, p. 10-25.DOI:10.14786/flr.v8i3.501
• Fryer, LK, & Dinsmore, DL (2020). The Promise and Pitfalls of Self-report: Development, research design and analysis issues, and multiple methods. Frontline Learning Research, 2020, v. 8 n. 3, p. 1-9.DOI:10.14786/flr.v8i3.623
• Zeng, LM (2020). Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review, 2020, v. 31, p. article no. 100333.DOI:10.1016/j.edurev.2020.100333
• Zou, TXP, & Harfitt, G, & Carless, D, & Chiu, CST (2020). Conceptions of excellent teaching: A phenomenographic study of winners of awards for teaching excellence. Higher Education Research and Development, 2020, Epub 2020-11-21.DOI:10.1080/07294360.2020.1842337
• Zou, TXP, & Law, LYN, & Chu, BCB, & Lin, V, & Ko, T, & Lai, NKY (2020). Developing academics’ capacity for internationalizing the curriculum: A collaborative autoethnography of a cross-institutional project. Journal of Studies in International Education, 2020, Epub 2020-11-30.DOI:10.1177/1028315320976040
• Sim, KN, & Timmermans, JA, & Zou, TXP (2020). Diversity matters: academic development in times of uncertainty and beyond. International Journal for Academic Development, 2020, v. 25 n. 3, p. 201-204.DOI:10.1080/1360144X.2020.1797950
• Zou, TXP, & Chu, BCB, & Law, LYN, & Lin, V, & Ko, T, & Yu, M, & Mok, PYC (2020). University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study. Higher Education, 2020, v. 80, p. 1-20.DOI:10.1007/s10734-019-00461-w

Conference Papers

• Benson, S, & Kochhar-Lindgren, GM, & Hanstedt, P, & Zou, XT (2020). SoTL in a reconfigured world: An international and multidisciplinary perspective. The 2020 SOTL-China International Conference: Global Vision & Local Practice, Virtual Conference, Beijing, China, 21-23 August 2020.
• Bridges, SM (2020). Fostering self-regulation in clinical education. Professional Development Day on Clinical Education and Clinical Practice for Speech Language Therapists (2019-2020), Hong Kong, 11 january 2020.
• Cheung, CC, & Bridges, SM, & Chan, LK (2020). Why is anatomy difficult to learn? Exploring the views of anatomy teachers and anatomy learners with varying years of experience. Proceedings of the 19th International Federation of Associations of Anatomists (IFAA) Congress, London, UK, 9‐11 August 2019. In Journal of Anatomy, 2020, v. 236 n. S1, p. 228-229, abstract no. P2-E20.
• Chian, MM, & Bridges, SM, & Botelho, MG (2020). Preparing Clinicians Across an Integrated Curriculum Design: A Three-Year Collaborative Ethnography Tracing of Clinical Learning. The American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic).
• Lam, P, & Bridges, SM, & Chan, K, & Chong, K, & Chu, B, & Kwan, A, & Kwong, T, & Wong, C (2020). Invited Panel: Professional development in universities: What have we learnt from 2019-20?. The 15th eLearning Forum Asia (eLFA 2020), Virtual Meeting, Hong Kong, 7-8 December 2020.
• Bridges, SM (2020). Reflections on digital education during the current pandemic. Live webinar on ‘Digital Education during Pandemic in Pakistan’, University of Sargodha, Punjab, Pakistan, 7 July 2020.
• Bridges, SM (2020). Dialogic intervisualizing: Re-conceptualising the role of digital texts in collaborative multimodal inquiry. The 9th International Conference on Information Technology in Education (CITE 2020), Guilin, China, 24-26 July 2020.
• Chan, CKY (2020). Developing and Assessing the “hidden” Learning Outcomes (21st Century Skills) in IR4.0. ​​International Conference on Best Teaching Practices for Engaged Student Learning​, Goa, India, 13-15 February 2020.
• Chan, CKY (2020). Developing and Assessing 21st century skills using 20th century approaches? – Time for a change. International Conference on Innovations in Engineering Education, Virtual Conference, Dubai, the United Arab Emirates, 9 April 2020.

Books

• Bridges, SM, & Imafuku, R (2020). Interactional Research Into Problem-Based Learning. Bridges, SM & Imafuku, R (eds.). . West Lafayette, Indiana, USA: Purdue University Press. 2020.
• Dinsmore, DL, & Fryer, LK, & Parkinson, MM (2020). Handbook of Strategies and Strategic Processing. Dinsmore, DL ; Fryer, LK & Parkinson, MM (Eds.), . New York; Abingdon, Oxon, UK: Routledge. 2020.DOI:10.4324/9780429423635

Book Chapters

• Lai, HYY, & Wong, AMY, & Bridges, SM (2020). How can screen sharing support knowledge co-construction in technology-enhanced problem-based learning?. In Bridges, SM & Imafuku, R (Eds.), Interactional Research into Problem-Based Learning, p. 297-326. West Lafayette, Indiana, USA: Purdue University Press, 2020.
• Jin, J, & Bridges, SM (2020). Qualitative Research in Problem-based Learning in Health Sciences Education. In Bridges, SM & Imafuku, R (Eds.), Interactional Research into Problem-based Learning, p. 5-50. West Lafayette, Indiana, USA: Purdue University Press, 2020.
• Bridges, SM, & Imafuku, R (2020). Why Focus on Interactions in Problem-Based Learning?. In Bridges, SM & Imafuku, R (Eds.), Interactional Research into Problem-based Learning, p. xiii-xv. West Lafayette, Indiana, USA: Purdue University Press, 2020.
• Chan, CKY (2020). Embedding skills development into the curriculum. In Marshall, S. (Ed.), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (5th ed.). Abingdon, Oxon ; New York, NY: Routledge, 2020.
• Fryer, LK, & Lee, S, & Shum, SYA (2020). Student Learning, Development, Engagement, and Motivation in Higher Education. In Anne Hynds (Editor-in-Chief), Education. Oxford: Oxford University Press, 2020.DOI:10.1093/obo/9780199756810-0246
• Fryer, LK, & Shum, SA (2020). Person-centered Approaches to Explaining Students’ Cognitive Processing Strategies. In Dinsmore, DL ; Fryer, LK & Parkinson, MM (Eds.), Handbook of Strategies and Strategic Processing, p. 361-372. New York; Abingdon, Oxon, UK: Routledge, 2020.DOI:10.4324/9780429423635-22

Articles

• Chian, MM, & Bridges, SM, & Lo, ECM (2019). The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment. The Interdisciplinary Journal of Problem-Based Learning , 2019, v. 13 n. 2, p. article no. 8.DOI:10.7771/1541-5015.1813
• McGrath, C, & Fang, H, & Bridges, S, & O”Connell, B, & Wong, MCM (2019). A call to ‘Retire Statistical Significance’: It ain’t what you do it’s the way that you do it. The Hong Kong Medical Diary, 2019, v. 24 n. 9, p. 14-15.
• Chan, CKY, & Yeung, NC, & Kutnick, P, & Chan, RY (2019). Students’ perceptions of engineers: dimensionality and influences on career aspiration in engineering. International Journal of Technology and Design Education, International Journal of Technology and Design Education, 2019, v. 29, p. 421-439. 10.1007/s10798-018-09492-3
• CHENG, MWT, & Chan, CKY (2019). An experimental test: Using rubrics for reflective writing to develop reflection. Studies in Educational Evaluation, Studies in Educational Evaluation, 2019, v. 61, p. 176-182. 10.1016/j.stueduc.2019.04.001
• Chan, CKY, & Yeung, NCJ (2019). Students’ ‘approach to develop’ in holistic competency: an adaption of the 3P model. Educational Psychology, Educational Psychology, 2019, Epub. 10.1080/01443410.2019.1648767
• Chan, CKY, & Yeung, NCJ (2019). Rethinking the “Tiger Parent” Stereotypes: Parents’ Choice of Primary School for Their Kindergarten Children in Hong Kong. Journal of School Choice, Journal of School Choice, 2019, Epub. 10.1080/15582159.2019.1700441
• Fryer, LK, & Ainley, M (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction, 2019, v. 60, p. 252-262. 10.1016/j.learninstruc.2017.11.002
• Fryer, LK, & Nakao, K, & Thompson, A (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 2019, v. 93, p. 279-289. 10.1016/j.chb.2018.12.023
• Fryer, LK, & Oga-Baldwin, WLQ (2019). Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology, 2019, p. article no. 101778, In press. 10.1016/j.cedpsych.2019.101778
• Oga-Baldwin, WLQ, & Fryer, LK, & Larson-Hall, J (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 2019, v. 86, p. article no. 102118. 10.1016/j.system.2019.102118
• Fryer, LK (2019). Getting interested: Developing a sustainable source of motivation to learn a new language at school. System, 2019, v. 86, p. article no. 102120. 10.1016/j.system.2019.102120
• Dinsmore, DL, & Fryer, LK (2019). Developing Learners’ Cognitive Strategies and the Motivation to Use Them: Rethinking Education Policy. Policy Insights from the Behavioral and Brain Sciences, 2019, v. 6 n. 2, p. 107-114. 10.1177/2372732219860862
• Shum, A, & Fryer, LK (2019). Impact of a Short Teaching and Communication Skills Training Course: Research Postgraduate Students” (RPGS) Transitions in Teaching and Learning. Asian Journal of the Scholarship of Teaching and Learning, 2019, v. 9 n. 2, p. 97-118.
• Zeng, LM (2019). How much does it differ? How much does it matter? The research experience of Mainland Chinese and Hong Kong students in a Hong Kong University. Studies in Higher Education, 2019, Epub.DOI:10.1080/03075079.2019.1647412
• Zou, T, & Felten, P (2019). Being and becoming in academic development: enduring questions, new contexts. International Journal for Academic Development, 2019, v. 24 n. 4, p. 301-304.DOI:10.1080/1360144X.2019.1658879
• Zou, TXP, & Yu, J (2019). Intercultural interactions in Chinese classrooms: a multiple-case study. Studies in Higher Education, 2019, Epub.DOI:10.1080/03075079.2019.1647415
• Zou, XT (2019). Community-based professional development for academics: a phenomenographic study. Studies in Higher Education, 2019, v. 44 n. 11, p. 1975-1989.DOI:10.1080/03075079.2018.1477129
• Zou, XT, & Chu, BCB, & Law, LYN, & Lin, HYV, & Ko, T, & Yu, M, & Mok, PYC (2019). University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study. Higher Education, 2019.DOI:10.1007/s10734-019-00461-w
• Zou, TXP, & Geertsema, J (2019). Do academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore. Higher Education Research and Development, 2019, Epub. 10.1080/07294360.2019.1685948

Conference Papers

• Bridges, SM, & Law, NWY, & Li, L, & Chan, LK (2019). Evaluating Multimodal Learning Designs for Health Professions Education Advanced Degree Programs. The Annual Meeting of the American Education Research Association (AERA 2019), Toronto, Canada, 5-9 April 2019.
• Bridges, SM, & Botelho, MG, & Chian, MM (2019). Growing Into a Professional: Tracing Clinical Reasoning Across a Problem-Based Dental Curriculum in Hong Kong. The Annual Meeting of the American Education Research Association (AERA 2019), Toronto, Canada, 5-9 April 2019.
• Bridges, SM (2019). Multimodality in Problem-Based Curricula: Scaling Up Interactional Ethnographic Research. The Annual Meeting of the American Education Research Association (AERA 2019), Toronto, Canada, 5-9 April 2019.
• Bridges, SM, & Chan, LK, & Green, JL, & Saleh, A, & Hmelo-Silver, C (2019). Dialogic Intervisualizing: Rethinking Text-Discourse-Learning Relations in Multimodal Problem-based Learning. 13th International Conference on Computer Supported Collaborative Learning (CSCL): A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, Lyon, France, 17-21 June 2019. In Lund, K … (et al) (eds.), Conference Proceedings, v. 2, p. 915-916.
• Bridges, SM, & Salas Pilco, SZ, & Law, NWY, & Chan, LK, & Li, L (2019). Design patterns of asynchronous online problem based learning for professional development. The 18th Biennial European Conference for Research on Learning and Instruction (EARLI 2019): Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future, Aachen, Germany, 12-16 August 2019.
• Bridges, SM (2019). From the inside out and the outside in: The sociolinguist as ethnographer . The 16th International Pragmatics Conference, The Hong Kong Polytechnic University, Hong Kong, 9-14 June 2019.
• Bridges, SM, & Streeck, J, & Xu, X (2019). The social and material in action in clinical dentistry: Micro-analytic studies from Asia. The 16th International Pragmatics Conference, The Hong Kong Polytechnic University, Hong Kong, 9-14 June 2019.
• Bridges, SM (2020). Fostering self-regulation in clinical education. Professional Development Day on Clinical Education and Clinical Practice for Speech Language Therapists (2019-2020), Hong Kong, 11 january 2020.
• Bridges, SM (2019). Presence Learning: challenges for f2f PBL. PBL2019 Immersive Virtual International Conference: Hello Future! Reinventing Education! PAN-PBL Virtual Convention Center in Immersive Terf®, Newark, DE, USA, 12-13 July 2019.
• Bridges, SM (2019). How does virtual mobility enhance internationalisation of the curriculum?. Join-the-Conversation (JTC) on Internationalizing the Curriculum, Hong Kong, 17 April 2019.
• Bridges, SM (2019). Surviving and thriving in academia. Faculty Development Seminar, School of Health Sciences (HESAV), University of Applied Sciences and Arts Western Switzerland (HES-SO), Delémont, Switzerland, June 2019.
• Bridges, SM, & Botelho, MG (2019). Developing Assessor Judgments in Standards-Based Approaches in Dental Education. South East Asia Association for Dental Education (SEAADE) 30th Annual Scientific Meeting: Reimagining Dental Education, Kuala Lumpur, Malaysia, 4-7th August 2019.
• Chan, CKY (2019). Gamification of Learning. TECH Talks, Women”s Foundation, TECH Talks: The Gamification of Learning, Women”s Foundation, Hong Kong, 23 May 2019.
• Chan, CKY, & Luo, J (2019). You Are Too Shy to Be a Mentor: Rethinking Near-peer Group Mentoring and Mentors’ Disposition for Generic Competency Gains to Promote Student Partnership. 2019 International Conference on Open and Innovative Education (ICOIE 2019), International Conference on Open and Innovative Education (ICOIE 2019), Hong Kong, 10-12 July 2019.
• Chan, CKY (2019). Assessing 21st century skills using 20th century approaches? – Time for a change room. 5th International Conference on Higher Education Advances (HEAd’19), 5th International Conference on Higher Education Advances (HEAd’19), Valencia, Spain, 26-28 June 2019.
• Chan, CKY (2019). Driving Cultural and Educational Shift from Focusing on Academic Knowledge to Holistic Competencies. Learning & Teaching @ EdUHK Festival 2019 Conference, Learning & Teaching @ EdUHK Festival 2019 Conference: Excellence in Learning and Teaching in the Digital Era, Hong Kong, 24 May 2019.
• Wong, YHH, & Chan, CKY (2019). Assessing Reflection Writing – Do Teachers know how to assess reflection?. Lilly-Asia Conference 2019, Lilly-Asia Conference 2019: Evidence-Based Teaching and Learning, Hong Kong, 16-18 May 2019.
• Luk, YYL, & Chan, CKY (2019). Capturing the Uniqueness of Student Learning Outcomes in Engineering Internship Courses. Lilly-Asia Conference 2019, Lilly-Asia Conference 2019: Evidence-Based Teaching and Learning, Hong Kong, 16-18 May 2019.
• Cheng, WT, & Chan, CKY (2019). Developing student self-authorship through residing in university hall. Lilly-Asia Conference 2019, Lilly-Asia Conference 2019: Evidence-Based Teaching and Learning, Hong Kong, 16-18 May 2019.
• Lee, KWK, & Luo, J, & Chan, CKY (2019). Exploring Perceptions towards Generic Competencies Development in Engineering Higher Education. Lilly-Asia Conference 2019, Lilly-Asia Conference 2019: Evidence-Based Teaching and Learning, Hong Kong, 16-18 May 2019.
• Luo, J, & Chan, CKY (2019). Exploring Youth Mentoring Strategies on Resilience through a Sociocultural Perspective. Lilly-Asia Conference 2019, Lilly-Asia Conference 2019: Evidence-Based Teaching and Learning, Hong Kong, 16-18 May 2019.
• Chan, CKY (2017). Shifting education culture from focusing on academic to competencies. The European Conference on Education, The European Conference on Education, London, UK, 19-21 July 2019.
• Luk, YYL, & Chan, CKY (2017). Work supervisors as change-makers in the enhancement of students’ internship experience. The European Conference on Education, The European Conference on Education, London, UK, 19-21 July 2019.
• Chan, CKY (2019). Assessing the ”hidden” learning outcomes (generic competencies) in Engineering Education. International Conference for Engineering Education-Phil (ICEE-PHIL) 2019, International Conference on Engineering Education – Philippines (ICEE-PHIL 2019): Reengineering Engineering Education: Shifting Gears, Powering up and Leading the Way, Iloilo City, The Philippines, 21-22 October 2019.
• Fryer, LK, & Zeng, M, & Shum, A, & Wong, CW, & Ho, CC (2019). Democratising the course experience: Assessing and sharing ‘on-task’ learning experiences. World Education Research Association (WERA) Focal Meeting 10th Anniversary 2019: Future of Democracy and Education: Realizing Equity and Social Justice Worldwide, Tokyo, Japan, 5-8 August 2019.
• Shum, SA, & Lau, FM, & Fryer, LK (2019). Training future teachers in higher education to teach: Examining the role of teaching conceptions, interest and self-efficacy on teaching ability in a teacher training course. World Education Research Association (WERA) 2019: Focal Meeting in Tokyo: Future of Democracy and Education: Realizing Equity and Social Justice Worldwide, Tokyo, Japan, 5-8 August 2019.
• Zeng, M, & Fryer, LK, & Zhao, Y (2019). Measuring student engagement and learning experience for quality assurance in higher education. International Conference on Education and Learning (ICEL), Osaka, Japan, 28-30 August 2019.
• Zeng, M, & Lei, CU, & Cheng, SS, & Chai, Y (2019). Learners’ engagement with different types of MOOC videos. The 42nd annual conference of the Higher Education Research and Development Society of Australasia (HERDSA): Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland, Auckland, New Zealand, 2-5 July 2019.
• Zou, XT (2019). Enhancing Intercultural Interactions in Classroom Learning. The First Chinese Scholarship of Teaching and Learning Conference, July 2019.

Book Chapters

• Hmelo-Silver, CE, & Bridges, SM, & McKeown, JM (2019). Facilitating problem-based learning. In Moallem, M, Hung, W & Dabbagh, N (Eds.), The Wiley Handbook of Problem-based Learning, p. 297-320. Hoboken, NJ: Wiley Blackwell, 2019.DOI:10.1002/9781119173243.ch13
• Chan, CKY (2019). Developing the Indispensable and Measuring the Un-measurable: Holistic Competencies Through an Evidence-Based Pedagogical Driven System. Preparing Healthcare Learners for a Changing World, Developing the Indispensable and Measuring the Un-measurable: Holistic Competencies Through an Evidence-Based Pedagogical Driven System. In Lau, CS. (Ed.), Preparing Healthcare Learners for a Changing World, p. 68-75. Hong Kong: Bau Institute of Medical and Health Sciences Education, LKS Faculty of Medicine, the University of Hong Kong, 2019.

Articles

• Chan, CKY, & Fong, TYE (2018). Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills. European Journal of Engineering Education, 2018.DOI:10.1080/03043797.2018.1462766
• Dinsmore, DLD, & Fryer, LK (2018). The intersection between depth and the regulation of strategy use. British Journal of Educational Psychology, 2018, v. 88, p. 1-8.DOI:10.1111/bjep.12209
• Fryer, LK, & Bovee, HN (2018). Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support. Computers & Education, 2018, v. 120, p. 227-240.DOI:10.1016/j.compedu.2018.01.006
• Kutnick, P, & Chan, YY, & Chan, CKY, & Good, D, & Lee, PY, & Lai, KW (2018). Aspiring to become an engineer in Hong Kong: effects of engineering education and demographic background on secondary students’ expectation to become an engineer. European Journal of Engineering Education, 2018.DOI:10.1080/03043797.2018.1435629
• Kutnick, PJ, & Zhu, ZY, & Chan, CKY, & Chan, RYY, & Lee, BPY, & Lai, VKW (2018). Attitudes and aspirations regarding engineering among Chinese secondary school students: comparisons between industrialising and post-industrial geo-engineering regions of Mainland China and Hong Kong. Compare: a journal of comparative and international education, 2018, v. 48 n. 4, p. 608-629.DOI:10.1080/03057925.2017.1347033
• Oga-Baldwin, WLQ, & Fryer, LK (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 2018.DOI:10.1007/s11031-018-9681-7
• Zhao, Y, & Kuan, HK, & Chung, OKJ, & Chan, CKY, & Li, WHC (2018). Students’ approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory. Nurse Education Today, 2018, v. 66, p. 179-186.DOI:10.1016/j.nedt.2018.04.015
• Zou, XT (2018). Community-based professional development for academics: a phenomenographic study. Studies in Higher Education, 2018, p. 1-15.DOI:10.1080/03075079.2018.1477129
• Zou, XT, & Snell, R.S., & Chan, M.Y.L., & Wong, A.L.Y. (2018). A 7 Cs model of effective service leadership. Leadership and Organization Development Journal, 2018, v. 39 n. 6, p. 745-761.DOI:10.1108/LODJ-01-2018-0048

Conference Papers

• Bridges, SM (2018). Problem-based learning in a digital age. 6th EdukCircle International Convention on Education Studies: Education and Teacher Learning and Development, Quezon City, the Philippines, 3 March 2018.
• Bridges, SM, & Chan, LK, & Chen, JY, & Ganotice, FA, & Tsang, JPY (2018). Interactional dynamics in interprofessional team-based learning: Effects of learning design and environments on teamwork. 2018 American Educational Research Association (AERA) Annual Meeting: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018.
• Fryer, LK, & Oga-Baldwin, WLQ (2018). Assessing Motivation and Instruction for Languages at Japanese JHSs. The 43rd Annual JALT International Conference on Language Teaching and Learning & Educational Materials Exhibition (JALT2017): Language Teaching in a Global Age: Shaping the Classroom, Shaping the World, Tsukuba, Ibaraki, Japan, 17-20 November 2017. In P. Clements, A. Krause, & P. Bennett (Eds.), Language teaching in a global age: Shaping the classroom, shaping the world, p. 78-85. Tokyo: JALT, 2018.
• Fryer, LK, & Thompson, A, & Shum, SA, & Nakao, K, & Howarth, M, & Gallacher, A (2018). Integrating Ai Partners Into The University Language Classroom: Balancing Interest In The Language, The Course And Classroom Activities. European Association for Research on Learning and Instruction Special Interest Groups 6 & 7 (EARLI SIG 6-7 Meeting: Instructional Design and Technology for 21st Century Learning, Bonn, Germany, 22-24 August 2018.DOI:10.13140/RG.2.2.28139.44320
• Fryer, LK, & Zeng, M, & Wong, CW, & Ho, CC, & Chiu, P (2018). On-task student-to-teacher feedback: “Was that interesting?” &”Does it Matter”. European Association for Research on Learning and Instruction Special Interest Groups 4 (EARLI SIG 4) Hgher Education Conference: Topography of research on higher education: Promoting deep conversations, Giessen, Germany, 29-31 August 2018.
• Lau, I, & Bridges, SM, & Fung, CL (2018). Professional learning on assessment design through teacher collaboration. European Association for Research on Learning and Instruction Special Interest Groups 14 (EARLI SIG 14) Learning and Professional Development: Interaction, learning and professional development, Geneva, Switzerland, 12–14 September 2018.
• Oga-Baldwin, WLQ, & Fryer, LK (2018). Teaching to engage: Deriving practical conclusions from longitudinal data. The 43rd Annual JALT International Conference on Language Teaching and Learning & Educational Materials Exhibition (JALT2017): Language Teaching in a Global Age: Shaping the Classroom, Shaping the World, Tsukuba, Ibaraki, Japan, 17-20 November 2017. In P. Clements, A. Krause, & P. Bennett (Eds.), Language teaching in a global age: Shaping the classroom, shaping the world, p. 57-64. Tokyo: JALT, 2018.
• Shum, SA, & Lau, FM, & Fryer, LK (2018). Longitudinal Development Of Teaching Assistants‘ Teaching Ability in a Mandatory Training Course. European Association for Research on Learning and Instruction Special Interest Groups 4 (EARLI SIG 4) Hgher Education Conference, Giessen, Germany, 29-31 August 2018.DOI:10.13140/RG.2.2.27498.00961
• Shum, SA, & Lau, FM, & Fryer, LK (2018). Strengthening self-efficacy in teaching for non-teachers through training student-focused teaching. European Association for Research on Learning and Instruction Special Interest Groups 8 (EARLI SIG 8) – 16th International Conference on Motivation 2018, Aarhus, Denmark, 15 -17 August 2018.
• Zeng, M (2018). A conceptual change approach to professional development of university teachers?. 11th International Conference on Conceptual Change: Epistemic cognition and conceptual change, Klagenfurt, Austria, 29 August – 2 September 2018.
• Zou, XT (2018). Towards Building a Community of Teaching and Learning in a Research-intensive University. European Association for Research on Learning and Instruction Special Interest Groups 4 (EARLI SIG 4) Hgher Education Conference, Giessen, Germany, 29-31 August 2018.
• Zou, XT, & Yu, YY (2018). Intercultural Interactions in Chinese Classroom. European Association for Research on Learning and Instruction Special Interest Groups 4 (EARLI SIG 4) Hgher Education Conference: Topography of research on higher education: Promoting deep conversations, Giessen, Germany, 29-31 August 2018.

Book Chapters

• Bridges, SM, & Andrews, SJ, & Tsui, ABM, & Chan, CKK, & Wang, D, & Kwan, TYL, & Lam, JWI, & Harfitt, GJ, & Chan, YYC, & Law, WW, & Cheng, MMW, & Yeung, PS, & Cheung, WM, & Wang, KYR (2018). Designing for Integration in Initial Teacher Education (ITE) Curricula: The Hong Kong Postgraduate Diploma in Education (PGDE). In Wyatt-Smith, C & Adie, L (Eds.), Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education. Singapore: Springer, 2018.DOI:10.1007/978-981-13-2026-2_18
• Green, J, & Bridges, SM (2018). Interactional Ethnography. In Fischer, F, Hmelo-Silver, CE & Goldman, SR et al. (Eds.), International Handbook of the Learning Sciences. Routledge, 2018.
• Lai, HYY, & Wong, AMY, & Bridges, SM (2018). How can screen sharing support knowledge co-construction in technology-enhanced problem-based learning?. In Susan Bridges and Rintaro Imafuku (Eds.), Interactional Research into Problem-Based Learning. : Purdue Press 2018.

Articles

• Chan, CKY, & Fong, TYE, & LUK, YYL, & Ho, R (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 2017, v. 57, p. 1-10.DOI:10.1016/j.ijedudev.2017.08.010
• Chan, CKY, & Zhao, Y, & Luk, YYL (2017). A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills. Journal of Engineering Education, 2017, v. 106 n. 2, p. 299-325.DOI:10.1002/jee.20165
• Chan, LK, & Ganotice, FJA, & Wong, FKY, & Lau, WCS, & Bridges, SM, & Chan, CHY, & Chan, NK, & Chan, WLP, & Chen, H, & Chen, JY, & Chu, KPJ, & Ho, CC, & Ho, JMC, & Lam, TP, & Lam, SF, & Li, Q, & Shen, J, & Tanner, JA, & Tso, WYW, & Wong, AKC, & Wong, GTC, & Wong, JYH, & Wong, NS, & Worsley, AJ, & Yu, LK, & Yum, TP (2017). Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning. BMC Medical Education, 2017, v. 17 n. 1, p. 221.DOI:10.1186/s12909-017-1046-5
• Fryer, LK (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education, 2017, v. 73, p. 519-537.DOI:10.1007/s10734-016-0094-9
• Fryer, LK (2017). Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models. Educational Psychology Review, 2017, v. 29 n. 2, p. 325-344.DOI:10.1007/s10648-017-9405-7
• Fryer, LK, & Ainley, M (2017). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction, 2017.DOI:10.1016/j.learninstruc.2017.11.002
• Fryer, LK, & Ainley, M, & Thompson, A, & Gibson, A, & Zelinda, S (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 2017, v. 75, p. 461-468.DOI:10.1016/j.chb.2017.05.045
• Fryer, LK, & Ginns, P (2017). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology, 2017, p. 1-18.DOI:10.1080/01443410.2017.1403568
• Fryer, LK, & Ginns, P, & Howarth, M, & Anderson, C, & Ozono, S (2017). Individual differences and course attendance: Why do students skip class?. Educational Psychology, 2017, p. 1-17.DOI:10.1080/01443410.2017.1403567
• Fryer, LK, & Oga-Baldwin, WLQ (2017). One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school. Frontline Learning Research, 2017, v. 5 n. 4, p. 61-75.DOI:10.14786/flr.v5i4.301
• Fryer, LK, & Vermunt, JD (2017). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 2017.DOI:10.1111/bjep.12169
• Fryer, LK, & gijbels, D (2017). Student Learning in Higher Education: Where We Are and Paths Forward. Educational Psychology Review, 2017, v. 29 n. 2, p. 199-203.DOI:10.1007/s10648-017-9415-5
• PERRY, S, & Bridges, SM, & Zhu, FF, & Leung, WK, & Burrow, MF, & Poolton, JM, & Masters, RSW (2017). Getting to the Root of Fine Motor Skill Performance in Dentistry: Brain Activity During Dental Tasks in a Virtual Reality Haptic Simulation. Journal of Medical Internet Research, 2017, v. 19, p. e371.DOI:10.2196/jmir.8046
• PERRY, S, & Burrow, MF, & Leung, WK, & Bridges, SM (2017). Simulation and curriculum design: A global survey in dental education. Australian Dental Journal, 2017.DOI:10.1111/adj.12522
• Wong, HM, & Bridges, SM, & McGrath, CPJ, & Yiu, CKY, & Zayts, OA, & Au, TKF (2017). Impact of Prominent Themes in Clinician-Patient Conversations on Caregiver’s Perceived Quality of Communication with Paediatric Dental Visits. PLoS One, 2017, v. 12 n. 1, p. e0169059:1-15.DOI:10.1371/journal.pone.0169059

Conference Papers

• Bridges, SM (2017). An Interactional Ethnographic approach to researching learning with technologies in health professions education. Talk and Seminar in Faculty of Social Sciences, University of Tampere, Tampere, Finland, 14 August 2017.
• Bridges, SM (2017). Beyond mobility: Internationalizing the ‘at home’ curriculum. Teaching and Learning Experience Sharing (TALES) Seminar Series (2016/17 2nd), Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong, 16 March 2017.
• Bridges, SM, & Botelho, MG, & Chan, LK, & Wong, AMY, & Green, J, & Hmelo-Silver, C (2017). Investigating technology-enabled PBL and its consequences for clinical reasoning: An Interactional Ethnography. Association for Medical Education in Europe, 2017.
• Bridges, SM, & Chan, LK (2017). Technology-enhanced Medical Reasoning: An Interactional Ethnography. American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April – 1 May 2017.
• Bridges, SM, & Wong, HM, & Yiu, CKY, & McGrath, CPJ, & Au, TKF, & Zayts, OA, & Drew, P (2017). Diasporic healthcare providers: An analysis of multilingual healthcare interactions in Hong Kong. The 15th International Pragmatics Conference, Belfast, Northern Ireland, 16-21 July 2017, p. 141.
• Leung, K, & Cheung, CHA, & Bridges, SM (2017). Oral communicative literacy of elders in Hong Kong. The 95th General Session and Exhibition of the International Association for Dental Research (IADR) held with the 46th Annual Meeting of the American Association for Dental Research (AADR) and the 41st Annual Meeting of the Canadian Association for Dental Research (CADR), San Francisco, CA., 22-25 March 2017. In Journal of Dental Research (Spec Issue), 2017, v. 96 n. Spec Iss A, p. abstract no. 2674.
• Oga-Baldwin, WLQ, & Fryer, LK (2017). Exploring Motivational Profiles in Public Elementary School English Classes. The Japan Association for Language Teaching National Conference (JALT2016), Nagoya, Japan, 25-28 November 2016. In Clements, P, Krause, A and Brown, H (Eds.). Transformation in Language
  Education, p. 153-159. Tokyo: JALT.
• Shum, SA, & Fryer, LK (2017). Transitions in Research Postgraduate Students’ Teaching and Learning Profiles In a Training Course. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017.
• Zeng, M (2017). What does research evidence say about peer review of teaching? The As, Bs, and Cs. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017.
• Zeng, M, & Fryer, LK, & Zhao, Y, & Luo, Y, & Armatas, CA, & Ng, WY, & Tang, GYN (2017). Understanding student engagement in the universities across the Greater China. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017.
• Zeng, M, & Song, YN (2017). 主动学习以及线上学习中的主动学习. 两岸四地高校教学发展网络2017年会: 促进深度学习的教育创新与合作, 中国上海, 2017.
• Zou, XT (2017). A study of academics’ perceptions of knowledge sharing on teaching and research. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017. In Book of Abstract, p. 340.
• Zou, XT (2017). Using the double-edged sword: Instructors’ approach to diversity at a University in Hong Kong. 17th Biennial Conference of European Association for Research on Learning and Instruction (EARLI 2017), Tampere, Finland, 29 August – 2 September 2017. In Book of Abstract, p. 566.

Books

• Carless, DR, & Bridges, SM, & Chan, CKY, & Glofcheski, RA (2017). Scaling up Assessment for Learning in Higher Education. Singapore: Springer. 2017. DOI:10.1007/978-981-10-3045-1

Book Chapters

• Bilbow, GT, & Hounsell, D, & Zou, XT (2017). Fostering dialogue about practices. In Stensaker, B … (et al) (Eds.), Strengthening Teaching and Learning in Research Universities: Strategies and Initiatives for Institutional Change, p. 161-185. Cham: Palgrave Macmillan, 2017.DOI:10.1007/978-3-319-56499-9_7
• Bridges, SM (2017). Section Commentary: Partnerships in Pursuit of an Internationalisation Agenda. In McNae, R & Cowie, B (Eds.), Realising Innovative Partnerships in Educational Research: Theories and Methodologies for Collaboration, p. 301-304. Rotterdam: SensePublishers, 2017.DOI:10.1007/978-94-6351-062-2_31
• Bridges, SM, & Wyatt-Smith, CM, & Botelho, MG (2017). Clinical Assessment Judgements and ‘Connoisseurship’: Surfacing Curriculum-Wide Standards Through Transdisciplinary Dialogue. In Carless, D … (et al) (Eds.), Scaling up Assessment for Learning in Higher Education, p. 81-98. Singapore: Springer, 2017.DOI:10.1007/978-981-10-3045-1_6
• Chan, CKY (2017). Professional Development and Quality Assurance in Teaching and Learning for Hong Kong Higher Education. In Postiglione, GA & Jung, J (Eds.), The Changing Academic Profession in Hong Kong, p. 109-123. Cham: Springer International Publishing, 2017.DOI:10.1007/978-3-319-56791-4_6
• Chan, RYY, & Chan, CKY (2017). Nurturing Virtuous Minds in Gifted Engineering Learners. In Taber, KS ; Sumida, M & McClure, L (Eds.), Teaching Gifted Learners in STEM Subjects: Developing Talent in Science, Technology, Engineering and Mathematics, p. 186-197. Abingdon, Oxon, UK ; New York: Routledge, 2017.
• Hounsell, D, & Zou, TXP (2017). Surfacing and sharing advances in assessment: A communities-of-practice approach. In Carless, D … (et al) (Eds.), Scaling up Assessment for Learning in Higher Education, p. 33-48. Singapore: Springer, 2017.DOI:10.1007/978-981-10-3045-1_3
• Jung, J, & Chan, CKY (2017). Academics’ Perception on Research versus Teaching and their Recognition. In Postiglione, GA & Jung, J (Eds.), The Changing Academic Profession in Hong Kong, p. 145-160. Cham: Springer International Publishing, 2017.DOI:10.1007/978-3-319-56791-4_8

Peer Reviewed Journal Articles

• Bridges, SM., Jackson, EJ., Pun, KL., Mok, IAC., Aiston, SJ. (2016). Researching Diversity in Education in the Hong Kong Special Administrative Region. The International Journal of Diversity in Education.
• Bridges, SM., Yiu, CKY., Botelho, MG. (2016). Design Considerations for an Integrated, Problem-Based Curriculum. Medical Science Educator.
• Chan, C. K. Y. (2016). Facilitators’ perspectives of the factors that affect the effectiveness of problem-based learning process. Innovations in Education and Teaching International, 53(1), 25-34.
• Fryer, L. K., Ainley, M. & Thompson, A. (2016). Modeling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about? Learning and Individual differences. 50, 57-165 doi: 10.1016/j.lindif.2016.08.011
• Fryer, L. K., & Bovee, H. N. (2016). Supporting students’ motivation for e-learning assignments: Teachers matter on and offline. Internet and Higher Education. doi: 10.1016/j.iheduc.2016.03.003
• Fryer, L. K., Ginns, P. & Walker, R. A. (2016). Reciprocal modelling of students’ regulation strategies and motivational deficits for studying. Learning and Individual Differences. 51, 220-228. doi: 10.1016/j.lindif.2016.08.032
• Fryer, L. K., Van den Broeck, Ginns, P. & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a Latent Profile Analysis. Psychologica Belgica.
• Fryer, L. K. (2016) Understanding first-year experiences at university: A latent profile transition analysis of students’ approaches to learning and their perceptions of the learning environment. Higher Education. doi: 10.1007/s10734-016-0094-9
• Imafuku, R., Bridges, SM. (2016). Guest Editors’ Introduction: Special Issue on Analyzing Interactions in PBL—Where to Go From Here?. Interdisciplinary Journal of Problem-based Learning.
• Jin, J., Bridges, SM. (2016). Qualitative Research in PBL in Health Sciences Education: A Review. Interdisciplinary Journal of Problem-based Learning.
• Spector, JM., Ifenthaler, D., Sampson, D., Yang, LJ., Mukama, E., Warusavitarana, A., Lokuge Dona, K., Eichhorn, K., Fluck, A., Huang, R., Bridges, SM., Lu, J., Ren, Y., Gui, X., Deneen, CC., San Diego, J., Gibson, DC. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Journal of Educational Technology & Society
• Zou, T.X.P. & Lee, W.B. (2016). Eliciting and Mapping Tacit Knowledge on Teamwork Success of Six Sigma Teams. Knowledge Management Research and Practice, DOI: http://dx.doi.org/10.1057/kmrp.2014.27
• Zou, XT, Mickleborough NC, Ho SSM, Yip SYW (2016). Students as learning experience designers: the effect of student-driven approaches in a Hong Kong study. International Journal of Pedagogies and Learning

Books

• Bridges, SM., Chan, LK., Hmelo-Silver, C (Eds). (under contract, pub date 2015/16). Educational technologies in contextual learning: Research in health professions education. In S. P. Lajoie and Y. Steinert (Eds). Advances in Medical Education. Netherlands: Springer.

Book Chapter

• Zeng, M. (2016). Mainland Chinese students’ responses to the cognitive conflicts in their adaptation to a Hong Kong university: A developmental perspective. In R. King & A. Bernardo (Eds.). The Psychology of Asian Learners: A Festschrift in Honor of David Watkins. Singapore: Springer.
• Carless, D., Bridges, S.M., Chan, C.K.Y., Glofcheski, R. ,Scaling up Assessment for Learning in Higher Education, 2016.

Conference Papers

• Ho, JWY, & Ngan, WL, & Chan, LK, & Cook, S, & Bridges, SM (2016). Assessments for Learning – A Double Edged-Sword?. Frontiers in Medical and Health Sciences Education.
• YE, L, & Chan, LK, & Bridges, SM, & Ganotice, FJA (2016). Technology Enhanced Interprofessional Education in Health Sciences Education: A Systematical Review. Frontiers in Medical and Health Sciences Education.
• Bridges, SM (2014). Student collaboration and engagement – is it more than flipping a classroom?. 2nd Annual Learning and teaching Colloquium, Xi’an Jiaotong-Liverpool University (XJTLU), Suzhou, China, April 2014.
• Bridges, SM (2014). Undergraduate curriculum reform in Hong Kong: designing a local curriculum with a global outlook. 33rd Japanese Dental Education Association General Assembly (日本歯科医学教育学会総会および学術大会): Japanese dental education for the next century – messages to the next generation, Fukuoka, Japan, 4-5 July 2014.
• Bridges, SM (2012). Designing and implementing outcome and competency-based curricula in undergraduate dental education. The 3rd Health Professional Education Quality (HPEQ 2012) Conference, Indonesia, 7-8 November 2012.
• Bridges, SM (2012). Using appropriate tools to assess an integrated student-centered curriculum. 26th Annual Scientific Meeting of the International Association for Dental Research South-East Asia Division (IADR-SEA) and 23rd Annual Meeting of the South-East Asian Association for Dental Education (SEAADE), Hong Kong, 31 October – 4 November 2012.
• Bridges, SM (2011). The Next Generation: Research Directions in PBL, Invited Lecture. The 3rd International Conference on Problem Based Learning In Speech Language Pathology and Audiology, The University of Hong Kong, Hong Kong, 30 November – 2 December 2011.
• Bridges, SM (2010). Building on a decade of PBL In Dentistry at The University of Hong Kong. Inaugural APC-PBL and PAP-PHS Sattelite PBL Workshop (post-conference satellite PBL workshop of the 1st Asian-Pacific Joint PBL Conference 2010), Taichung, Taiwan, 27-28 October 2011.
• Zhao, MY, & Chung, OKJ, & Chan, CKY, & Li, WHC (2016). Assessment in workplace: Investigating a multi-source and multi-method approach to enhance student learning in clinical practicum. 2016 Frontiers in Medical and Health Sciences Education Conference, The University of Hong Kong, Hong Kong, 4-5 November 2016. In Programme and Abstract Book, p. 29.

Peer Reviewed Journal Articles

• Chan, C. K. Y. (2015). Use of animation in engaging teachers and students in assessment in Hong Kong higher education. Innovations in Education and Teaching International, 52(5), 474-484.
• Jun, J. & Bridges, SM. (in press 2014/15). A Systematic Review of Educational Technologies in Inquiry-based Learning across Health Sciences Education. Journal of Medical Internet Research.
• Luk L.Y.Y., & Chan C.K.Y., Assessment for learning in engineering internship programmes in Hong Kong: How far are we? In: International Conference: Assessment for Learning in Higher Education. Hong Kong, 2015.
• Zou, T.X.P. & Mickleborough,C.N. (2015). Promoting Collaborative Problem-solving Skills in A Course on Engineering Grand Challenges. Innovations in Education and Teaching International, Vol. 52, Issue 2, pp.148-159.
• Zou, T.X.P. (2015). Nurturing Future Engineers: The New Four-Year Tertiary Education in Hong Kong. International Journal of Chinese Education, Vol. 4, Issue 2, pp.180-206.

Book Chapter

• Bridges S.M, Green, J. Botelho, MG & Tsang, PCS (in print, pub date 2015). Blended learning and PBL: An interactional ethnographic approach to understanding knowledge construction in-situ. In Andrew Walker, Heather Leary, Cindy Hmelo-Silver, Peggy A. Ertmer (Eds.), Essential Readings in Problem-Based Learning. Purdue: Purdue Press.
• Smith, K.A., Matusovich, H., & Zou, T.X.P. (2015). Constructive Controversy in Engineering Undergraduate, Masters, Doctorate, and Professional Settings. In Albert Vollmer, Michael Dick, Theo Wehner (Eds.), Constructive Controversy in Organizations (pp. 109-130). Wiesbaden: Springer.

Peer Reviewed Journal Articles

• Bridges, S.M., Chang, JWW., Chu, CH., Gardner, K. (2014). Blended learning in situated contexts: 3-year evaluation of an online peer review project. European Journal of Dental Education.
• Bridges S.M, Parthasarathy D.S., Au T.K.F, Wong, H.M., Yiu, C.K.Y., McGrath, C.P., (2014). Development of functional oral health literacy assessment instruments: Application of literacy and cognitive theories. Journal of Public Health Dentistry. 74(2):110-9.
• Chan C.K.Y. (2014). Evidence-based conclusions concerning practice, curriculum design and curriculum reform in a civil engineering capstone design course in Hong Kong. Innovations in Education and Teaching International, 2014.
• Chan C.K.Y. (2014). Facilitators’ perspectives of the factors that affect the effectiveness of problem-based learning process. Innovations in Education and Teaching International, 53(1), 25-34
• Chan C.K.Y., Luk L.Y.Y. & Zeng M. (2014), Teachers’ perceptions of student evaluations of teaching. Educational Research and Evaluation: An International Journal on Theory and Practice, 20(4), 275-289.
• Parthasarathy, D.S, Bridges, S. M., McGrath, C. P., Au, T. K., Wong, H. M., & Yiu, C. K. (2014). The Relation Between Caregivers’ Multiliterate Reading Habits and Their Children’s Oral Health Status. Interactive Journal of Medical Research, 3(3), e13.
• Perry, S., Bridges, S.M., Burrow, MF (accepted Feb 2014). A review of the use of simulation in dental education. Simulation in Healthcare.

Book Chapter

• Lu, J., Bridges, S.M, & Hmelo-Silver, C. (2014). Problem-based Learning. In Keith. Sawyer (Ed). Cambridge Handbook of Learning Sciences.

Media Release

• “Driving the quality assurance in higher education to a level with real meanings” – Õpetajate Leht, April 2014

Peer Reviewed Journal Articles

• Botelho M.G., Lo E.C.M., Bridges S.M., McGrath C.P.J. and Yiu C.K.Y. (2013). Journal-Based Learning, a new learning experience building on PBL at HKU. European Journal of Dental Education. 17,  e120-e125.
• Bridges SM., & Emerald, E (2013). Intersecting global and local: The intercultural and intersubjective constructions of ‘expatriate’ and ‘local’ teachers. Pedagogies. 8(4).316-335.
• Bridges, S. M., Parthasarathy, D. S., Wong, H. M., Yiu, C. K. Y., Au, T. K., & McGrath, C. P. J. (2013). The relationship between caregiver functional oral health literacy and child oral health status. Patient Education and Counseling, 94(3), 411-416.
• Chan, C.K.Y., Luk, L. Y. Y. (2013). Faculty perspectives on the “3+3+4” curriculum reform in Hong Kong: A case study. International Education Studies, 6(4), 56-66.
• Ng MW, Bridges SM, Law, SP., Whitehill, T.L (2013 early online). Designing, Implementing and Evaluating an Online Problem-Based Learning (PBL) Environment – A Pilot Study. Clinical Linguistics & Phonetics.
• Whitehill, T. Bridges, S.M, Chan, K. (2013 early online). Problem based learning (PBL) and speech language pathology: A tutorial. Clinical Linguistics & Phonetics.
• Yang, Y. Liao, C., Ho,CH., Bridges, S. (2013). Students’ Perceptions of Using Dental e-Models in an Inquiry-Based Curriculum. International Journal of Social Science and Engineering. 7(12), 1267-1271.
• Zeng, M., Webster, J. B., & Ginns, P. (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research and Development, 32(4), 672-686. doi: 10.1080/07294360.2012.754410

Book Chapter

• Fok W.W.T. and Chan C.K.Y., iClass Assessment: A Pen-Based Assessment and Feedback Platform, In: IEEE, 13th International Conference on Advanced Learning Technologies (ICALT). Beijing, 2013.
• Fok W.W.T. and Chan C.K.Y., Mobile technologies for in-class interaction and assessment for learning, In: CITE Research Symposium 2013. Hong Kong, 2013.
• Fok W.W.T. and Chan C.K.Y., Mobile Technologies for in-class Interaction and Assessment for Learning, In: The European Conference on Technology in the Classroom 2013: Official Conference Proceedings. United Kingdom, 2013.

Peer Reviewed Journal Articles

• Chan C.K.Y. (2012). Assessment for community service types of experiential learning in the engineering discipline, European Journal Of Engineering Education, 37(1), 29-38.
• Chan C.K.Y. (2012). Associating educational psychology theories in a curriculum to maximise student participation, Journal Of Studies In Education, 2(3), 42-54.
• Chan, C. K. Y. (2012). Exploring an experiential learning project through Kolb’s Learning Theory using a qualitative research method. European Journal of Engineering Education, 37(4), 405-415.
• Chan C.K.Y. (2012). Identifying and understanding the graduate attributes learning outcomes in a case study of community service experiential learning project, International Journal Of Continuing Engineering Education And Life-long Learning, 22(1/2), 148-159.
• Gardner, K., Bridges, S. and Walmsley, D. (2012), International peer review in undergraduate dentistry: enhancing reflective practice in an online community of practice. European Journal of Dental Education. 16, 208–212.
• Porter G.W., King J.A., Goodkin Emami N.F. & Chan C.K.Y. (2012). Experiential learning in a common core curriculum: Student expectations, evaluations, and the way forward, International Education Studies, 5(3), 24-38.
• Yang, Y., Zhang, L., & Bridges, S. (2012). Blended learning in dentistry: 3-D resources for inquiry based learning Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 217- 230.
• Yiu C, McGrath C, Bridges S, Corbet E, Botelho M, Dyson J, Chan LK. (2012) (Epub Feb2011). Self-perceived preparedness for dental practice among graduates of the University of Hong Kong’s integrated PBL dental curriculum. European Journal of Dental Education. 16 (1) e96-105.
• Zou, T.X.P., & Ko, E.I. (2012). Teamwork Development across the Curriculum for Chemical Engineering Students in Hong Kong: Processes, Outcomes and Lessons Learned. Education for Chemical Engineers, Vol. 7, Issue 3, pp. 105-117.

Books

• Bridges, S.M., McGrath. C., Whitehill, T. (Eds.) (2012) “Researching problem-based learning in clinical education: The next generation”. Netherlands: Springer. (260 pages).

Book Chapter

• Bridges, S. M., Botelho, M. G., Green, J & Chau Anson C. M. (2012) Multimodality in PBL: An interactional ethnography. In Bridges, McGrath & Whitehill (Eds). Problem-based learning in clinical education: The next generation. Netherlands: Springer. pp. 99-120.
• Bridges, S. M., Whitehill, T. & McGrath, C. (2012). The next generation: research directions in PBL. In Bridges, McGrath & Whitehill (Eds). Researching problem-based learning in clinical education: The next generation. (pp. 225 – 232). Netherlands: Springer.
• Chan, C.K.Y. Laboratory Learning, In: Norbert M. Seel (Eds), Encyclopedia Of The Sciences Of Learning 1st Edition. Springer, 2012, 1705-1708.
• Chan, C.K.Y and Colloton, T. Informal Instructional Design to engage and retain students in Engineering. In: Tarek M. Sobh and Khaled Elleithy (Eds), Emerging Trends in Computing, Informatics, Systems Sciences, and Engineering, Springer, 2012, 619 – 627.
• Chan, C.K.Y, Tam, V.W.L and Fok, W.T.T. Traditional and Modern MCQ Methods as In-class Formative Assessment. In: Tarek M. Sobh and Khaled Elleithy (Eds), Emerging Trends in Computing, Informatics, Systems Sciences, and Engineering, Springer, 2012, 1061 -1067.

Peer Reviewed Journal Articles

• Chan C.K.Y., Tam V.W.L. & Li C.Y.V. (2011). A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment, In: Julie Johnson, International Journal Of Electrical Engineering Education, 48(3), 323-337.
• Yiu C, McGrath C, Bridges S, Corbet E, Botelho M, Dyson J, Chan LK. (2011). Graduates’ perceived preparedness for dental practice from PBL and traditional curriculum. Journal of Dental Education. 75(9): 1270-1279. (IF 1.0)

Peer Reviewed Journal Articles

• Bridges, S.M, Botelho, M.G., Tsang, C.S.P. (Nov, 2010). PBL2.0: Blended learning for an interactive, problem-based pedagogy. Medical Education. (44)11 p. 1135.
• Bridges, S., McGrath, C., Yiu, C. K. Y., & Cheng, S. S. (2010). ‘Reassuring’ during clinical examinations: Novice and expert talk in dentistry. Journal of Asian Pacific Communication 20(2), 185-206
• Zou, T.X.P., & Lee, W.B. (2010). A Study of Knowledge Flow in Six Sigma Teams in a Chinese Manufacturing Enterprise. Journal of Information and Knowledge Management Systems, Vol. 40, Issue 3, pp. 390-403.

Book Chapter

• Fok, W.T.T. and Chan, C.K.Y. Reconstruction after the 512 Earthquake ~ Knowledge Exchange and Experiential Learning Projects in Sichuan by Hong Kong Professions. In: Department of Electrical and Electronic Engineering (Eds), The University of Hong Kong, 2010, 151-160.
• Zeng, M., & Watkins, D. (2010). Adaptation of Mainland Postgraduate Students to the Hong Kong’s universities. In D. W. Chapman, W. K. Cummings & G. A. Postiglione (Eds.), Crossing borders in East Asian higher education (pp. 343-373). Hong Kong: Comparative Education Research Centre. [Awarded 1st place in the Annual Comparative and International Education Society’s Higher Education SIG –Best in Book for 2009-2010 academic year]