TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG Developments in Business Simulations and Experiential Learning, Volume 32, 2005 TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG Jimmy Chang Ka-fai Choi Kwan-ling Ng Alice Chu Paulene Hsia Roberta Kwan The Hong Kong Polytechnic University tchangj@inet.polyu.edu.hk ABSTRACT The authors used three teaching dimensions: Information Technology Factor, Student Activity Factor, and Traditional Teaching Factor in classifying teaching staff into different teaching style groups with similar characteristics in their preferences of teaching methods using cluster analysis. They are Information Technology Group, Student Activities Group, Traditional Teaching Group, and All Adopted Group. Based on contingency table with chi-square test, certain characteristics among the teaching faculty staff can be identified among different faculties in Hong Kong. Keywords: multimedia, teaching style, teaching practices INTRODUCTION Educators continue to search for different teaching practices that will contextualize learning and motivate their students to learn better and hopefully all these efforts could increase the number of students attaining mastery levels of achievement (Scheidet, 2003). As a matter of fact, students are getting exposed to the use of multimedia and their expectations of classroom teaching practices will tend to vary. Snyder and Vaughan (1998) in their previous study on student expectations on multimedia indicated that students that had used multimedia before would prefer to have such included in their ideals of the optimal classroom teaching practices. As discussed by other researchers (Kuehn, 1994, Ramarapu, Cites & Overby, 1996, Snyder & Vaughan 1998), programs based on computer-assisted instruction and multimedia tend to be popular in education. The importance of multimedia is used in information presentation and the coordination of all these audio-visual technologies combined to apply in the medium of multimedia (Bruder, 1991, Synder, 1996, Snyder & Vaughan, 1996, Snyder & Vaughan, 1998). In the previous Hong Kong study by Chang, Choi, Alice, and Ng in 2004 on teacher expectations of classroom teaching practices, three common factors: Information Technology Factor, Student Activity Factor, and Traditional Teaching Factor were identified for both current and ideal teaching practices. These three independent factors represented the principle dimensions of teaching methods. Based on these dimensions, the authors in this study continue to examine Hong Kong teaching staff expectations of classroom teaching practices using cluster analysis. DATA COLLECTION A modified survey questionnaire in Multimedia and Student Expectations by Snyder and Vaughan (1998) and Chang, Choi, Chu, and Ng (2004) was used in this study. The authors used the modified instrument to conduct with colleagues in six faculties of The Hong Kong Polytechnic University. These faculties are Faculty of Applied Science & Textiles, Faculty of Business & Information Systems, Faculty of Communication, Faculty of Construction & Land User, Faculty of Engineering, and Faculty of Health & Social Studies. A total of 1,025 questionnaires were administered. Of the 124 responses received, 122 usable questionnaires were analyzed. The followings are the breakdown of responses among different faculties: (1). 38 responses were from the Faculty of Applied Science & Textiles; (2). 25 were from Faculty of Communication; (3). 21 were from the Faculty of Business & Information System; (4). 14 were from Faculty of Engineering; 12 were from Faculty of Construction & Land User; and 12 were from Faculty of Health & Social Studies). The survey instrument consisted of 36 questions on the subject of current classroom teaching practice and student ideal classroom teaching practice as well as 6 demographic and general questions. Each question was to be answered with a five-point Likert scale – (5) Extensively, (4) Periodically, (3) Occasionally, (2) Rarely, and (1) None at all. Please refer to the survey questionnaire listed in the Appendix one. 381 mailto:tcchangj@inet.polyu.edu.hk Developments in Business Simulations and Experiential Learning, Volume 32, 2005 RESULTS & DISCUSSION Eighteen variables for current and ideal classroom teaching practice by academic staff in The Hong Kong Polytechnic University were recorded and factor analysis was used to explore the common factors among the eighteen variables. The authors used the Principal Component extraction method and Varimax rotation method to analyze the data. Results were displayed in table 1 and 2. Table 1: Factor Result of Current Classroom Teaching Practice Rotated Component Matrixa .858 .652 .820 .615 .638 .856 .699 .709 .538 .629 .654 .793 .658 .737 .720 .666 .482 C Lecture C handouts or outlines C class discussions C in-class exercise C outside classroom assign C group activities C student presentation C projector & transp C video C presentation software C e-mail C computer projects C computer simulations C computer act in class C internet resources C world wide web C teleconferencing C distance learning 1 2 3 Component Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 5 iterations.a. 382 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Table 2: Factor Result of Ideal Classroom Teaching Practice Rotated Component Matrixa .777 .759 .714 .633 .680 .798 .673 .770 .459 .559 .733 .792 .800 .803 .755 .727 .528 -.452 .579 I Lecture I handouts or outlines I class discussions I in-class exercise I outside classroom assign I group activities I student presentation I projector & transp I video I presentation software I e-mail I computer projects I computer simulations I computer act in class I internet resources I world wide web I teleconferencing I distance learning 1 2 3 Component Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 5 iterations.a. Three independent factors were extracted from the variables of teaching methods: Information Technology Factor; Student Activity Factor; and Traditional Teaching Factor. These three factors represented the principal dimensions of teaching methods. Lectures in this study can be classified into different teaching style groups with different emphasis are respectively named as (1) Information Technology Group, (2) Student Activities Group, (3) Traditional Teaching Group, and (4) All Adopted Group with similar characteristics in their preferences of teaching methods using K-Means cluster analysis. The final number of clusters was determined by considering the ANOVA results of the respective clustering variables, the size of each cluster, and the distinctive nature of the clusters. Table 3 and Table 4 shows the cluster centres with their factor scores in current and ideal teaching practices. The sample here consists of a mix of respondents from different departments with different preferences for their teaching practices. In the case of their current teaching practices (Table 3), the Traditional Teaching Group appears to be the largest group among the rest of the clustering groups. This implies that traditional teaching method such as lecture, written handouts or outlines, class discussions, outside classroom assignments, and student presentations etc, is still used and adopted extensively by most of the Hong Kong faculty members. As for the ideal teaching practices (Table 4), the Information Technology group becomes the largest group. Indeed, more faculty members tend to believe that Information Technology would be helpful and effective for their teaching practices in the future. Number of Cases in each Cluster 24 18 38 30 110 14 1 2 3 4 Cluster Valid Missing Final Cluster Centers .86546 -.64808 -.57214 .22062 -.65111 .93694 -.60809 .76884 -.64354 -1.03600 .53041 .59462 C IT Factor C Student Act Factor C Trad Teach Factor 1 2 3 4 Cluster Table 3 383 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Number of Cases in each Cluster 34 21 31 26 112 12 1 2 3 4 Cluster Valid Missing Final Cluster Centers .60762 -1.22970 -.38299 .65528 -.29290 .81912 -.90296 .79804 -.93332 -.39246 .58837 .83597 I IT Factor I Student Act Factor I Trad Teach Factor 1 2 3 4 Cluster Table 4 The authors wish to know if the clustered faculty members actually came from a certain age group, rank in university, gender, and different faculties. Thus, after classifying the teaching faculty staff using the three dimensions of teaching methods, each of the faculty members was assigned a membership number. Using contingency table with chi-square test, the authors are able to distinguish certain characteristics among the teaching faculty staff. The Chi-square tests for independence between the ‘cluster membership’ of current and ideal teaching practices and the demographic data were performed. It was found that membership of the four teaching style groups was actually independent of the age, rank and gender. The only significant case is the dependency between the faculty members’ belongings and the teaching style group as shown in Table 5. Results show that teaching staff from Faculty of Applied Science and Textiles (FAST) tends to use more Traditional Teaching Method (count = 19), while teaching staff from Faculty of Engineering (FENG) prefers to use Information Teaching Method (count = 7). In Faculty of Health & Social Science (FHSS), teaching staff tend to adopt more of Student Activity Method (count = 7). As a matter of fact, this is true under the current teaching preferences (Table 5). 8.7 3.2 4.9 5.2 22.0 35 13 20 21 89 35.0 13.0 20.0 21.0 89.0 Expected Count Count Expected Count Total Chi-Square Tests 20.495a 9 .015 89 Pearson Chi-Square N of Valid Cases Value df Asymp. Sig. (2-sided) 9 cells (56.3%) have expected count less than 5. The minimum expected count is 2.04. a. C Cluster member * Faculty Crosstabulation 6 7 5 3 21 8.3 3.1 4.7 5.0 21.0 3 0 4 7 14 5.5 2.0 3.1 3.3 14.0 19 2 6 5 32 12.6 4.7 7.2 7.6 32.0 Table 5 Count Expected Count Count Expected Count Count Expected Count IT gp Stud Act gp Trad Teach gp Faculty of Applied Science & Textiles Faculty of Engineering Faculty of Business & Information Systems Faculty of Health & Social Studies Faculty Total All high C Cluster member Count 7 4 5 6 22 In their ideal teaching practices, their style of teaching practices are quite uniformly distributed across all faculties. Please refer to table 6 below for details. 384 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 I Cluster member * Faculty Crosstabulation 6 5 7 8 26 9.9 3.8 6.1 6.1 26.0 7 2 2 5 16 6.1 2.3 3.8 3.8 16.0 11 3 8 4 26 9.9 3.8 6.1 6.1 26.0 10 3 4 4 21 8.0 3.1 5.0 5.0 21.0 34 13 21 21 89 34.0 13.0 21.0 21.0 89.0 Count Expected Count Count Expected Count Count Expected Count Count Expected Count Count Expected Count IT gp Stud Act gp Trad Teach gp All high I Cluster member Total Faculty of Applied Science & Textiles Faculty of Engineering Faculty of Business & Information Systems Faculty of Health & Social Studies Faculty Total Table 6 CONCLUSION Chi-Square Tests 6.486a 9 .690 89 Pearson Chi-Square N of Valid Cases Value df Asymp. Sig. (2-sided) 8 cells (50.0%) have expected count less than 5. The minimum expected count is 2.34. a. The study reported a continuation of analysis on Hong Kong teaching staff teaching practices. Lectures in this study can be classified into different teaching style groups with different emphasis are respectively classified as (1) Information Technology Group, (2) Student Activities Group, (3) Traditional Teaching Group, and (4) All Adopted Group with similar characteristics in their preferences of teaching methods using cluster analysis. As this is one of the continuation studies on the classroom teaching practices in presenting course information to students by their lectures, future research is expected to expand on how multimedia could actually impact on student learning experiences on a longitudinal basis. An extension of this research is to explore more in depth on the issue of how all these new technology combined in multimedia could benefit the teaching and learning in the classroom setting as Townsend & Townsend suggested the six benefits of using multimedia in teaching in 1992. REFERENCES Bruder, I. (1991) “Guide to Multimedia: How It Changes the Way We Teach and Learn?” Electronic Learning, September 22-26. Kuehn, Scott A., 1994, Computer-Mediated Communication in Instructional Settings: A Research Agenda, Communication Education v43 n2 p171-83 Apr 1994 Ramarapu, N., Cites, T., & Overby, J. (1996) “Multimedia in the Year 2000: How Will It Affect Our Life?” Developments in Business Simulation & Experiential Learning, Vol. 23, 175-176. Scheidet, R.A. (2003) “Improving Student Achievement by Using a Wed-based Curriculum into Global History.” Journal of Research on Technology in Education, Vol. 36, 1, 77-85. Snyder, S.J. (1996) “Multimedia in the Workplace: Who is Really Using it and Where is it Headed?” Developments in Business Simulation & Experiential Learning, Vol. 23, 152-156. Snyder, S.J. & Vaugher, M.J. (1996) “Multimedia & Learning: Where is the connection?” Developments in Business Simulation & Experiential Learning, Vol. 23, 179-180. Snyder, S.J. & Vaugher, M.J. (1998) “Multimedia and Student Expectation.” Developments in Business Simulation & Experiential Learning, Vol. 25, 179-186. 385 http://web15.epnet.com/searchpost.asp?tb=1&_ug=sid+EFB81076%2D07BF%2D42FB%2D9B7A%2DC8F2E858BC16%40sessionmgr4+dbs+eric+cp+1+E9AC&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBXB00026906+CB85&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2Dkuehn+st%5B0+%2DScott+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+19DE&ss=AR%20%22Kuehn%2C%20Scott%20A%2E%22&fscan=Sub&lfr=Lateral http://web15.epnet.com/searchpost.asp?tb=1&_ug=sid+EFB81076%2D07BF%2D42FB%2D9B7A%2DC8F2E858BC16%40sessionmgr4+dbs+eric+cp+1+E9AC&_us=hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+sl+%2D1+dstb+ES+ri+KAAACBXB00026906+CB85&_uso=hd+False+tg%5B2+%2D+tg%5B1+%2D+tg%5B0+%2D+st%5B2+%2D+st%5B1+%2Dkuehn+st%5B0+%2DScott+db%5B0+%2Deric+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+19DE&ss=JN%20%22Communication%20Education%22&fscan=Sub&lfr=Lateral Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Appendix One – Survey Questionnaire The questions 1 to 18 for current classroom teaching practice and questions 19 to 36 for ideal classroom teaching practice. Extensively (Alm ost D aily) Periodically (O nce/w k) O ccasionally(6-7 tim es/qtr) R arely (1-2 tim es/qtr) N one at all I currently use the following techniques to present my course information: 1. Lecture ❏ ❏ ❏ ❏ ❏ 2. Written handouts or outlines ❏ ❏ ❏ ❏ ❏ 3. Class discussion ❏ ❏ ❏ ❏ ❏ 4. In-class exercises ❏ ❏ ❏ ❏ ❏ 5. Outside classroom assignments ❏ ❏ ❏ ❏ ❏ 6. Group activities in class ❏ ❏ ❏ ❏ ❏ 7. Student presentations ❏ ❏ ❏ ❏ ❏ 8. Overhead projector and transparencies ❏ ❏ ❏ ❏ ❏ 9. Videos ❏ ❏ ❏ ❏ ❏ 10. Computer presentation software ❏ ❏ ❏ ❏ ❏ 11. Electronic-mail ❏ ❏ ❏ ❏ ❏ 12. Computer projects ❏ ❏ ❏ ❏ ❏ 13. Computer simulations ❏ ❏ ❏ ❏ ❏ 14. Computer activities in class ❏ ❏ ❏ ❏ ❏ 15. Internet Resources ❏ ❏ ❏ ❏ ❏ 16. World Wide Web ❏ ❏ ❏ ❏ ❏ 17. Teleconferencing ❏ ❏ ❏ ❏ ❏ 18. Distance Learning ❏ ❏ ❏ ❏ ❏ 386 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Extensively (Alm ost D aily) Periodically (O nce/w k) O ccasionally(6-7 tim es/qtr) R arely (1-2 tim es/qtr) N one at all In my ideal classroom, I would use the following techniques to present course information: 19. Lecture ❏ ❏ ❏ ❏ ❏ 20. Written handouts or outlines ❏ ❏ ❏ ❏ ❏ 21. Class discussion ❏ ❏ ❏ ❏ ❏ 22. In-class exercises ❏ ❏ ❏ ❏ ❏ 23. Outside classroom assignments ❏ ❏ ❏ ❏ ❏ 24. Group activities in class ❏ ❏ ❏ ❏ ❏ 25. Student presentations ❏ ❏ ❏ ❏ ❏ 26. Overhead projector and transparencies ❏ ❏ ❏ ❏ ❏ 27. Videos ❏ ❏ ❏ ❏ ❏ 28. Computer presentation software ❏ ❏ ❏ ❏ ❏ 29. Electronic-mail ❏ ❏ ❏ ❏ ❏ 30. Computer projects ❏ ❏ ❏ ❏ ❏ 31. Computer simulations ❏ ❏ ❏ ❏ ❏ 32. Computer activities in class ❏ ❏ ❏ ❏ ❏ 33. Internet Resources ❏ ❏ ❏ ❏ ❏ 34. World Wide Web ❏ ❏ ❏ ❏ ❏ 35. Teleconferencing ❏ ❏ ❏ ❏ ❏ 36. Distance Learning ❏ ❏ ❏ ❏ ❏ 387 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 388 1. During the last calendar year, I used a computer an average of ❏ 3 hours or less per week ❏ 6 to 10 hours per week ❏ 4 to 6 hours per week ❏ more than 10 hrs per week 2. Do you have a computer at home? ❏ Yes ❏ No 3. Gender: ❏ Male ❏ Female 4. Age: ❏ 20 - 29 years old ❏ 40 - 49 years old ❏ 60 - 69 years old ❏ 30 - 39 years old ❏ 50 - 59 years old ❏ 70 years or older 5. Please indicate your rank: ❏ Assistant Professor ❏ Associate Professor ❏ Professor ❏ Assistant Lecturer ❏ Lecturer ❏ Senior Lecturer ❏ Principle Lecturer ❏ Assistant Professor II 6. Please indicate the Faculty you teach in: ❏ Faculty of Applied Science & Textiles ❏ Faculty of Business & Information Systems ❏ Faculty of Communication ❏ Faculty of Construction & Land User ❏ Faculty of Engineering ❏ Faculty of Health & Social Studies Thank you Table of Contents Volume 32, 2005 LEARNER BEHAVIOR IN THE ONLINE CLASSROOM EXPERIENCE THE EFFECTIVENESS OF A SIMULATION EXERCISE FOR INTEGRATING PROBLEM-BASED LEARNING IN MANAGEMENT EDUCATION DEMONSTRATION OF FOUR WEB-BASED SIMULATIONS THRESHOLD COMPETITOR: A MANAGEMENT SIMULATION ENTREPRENEUR: A NEW VENTURE SIMULATION MERLIN: A MARKETING SIMULATION MICROMATIX: A STRAGETIC MANAGEMENT SIMULATION LEARNING STYLES INFLUENCES ON SATISFACTION AND PERCEIVED LEARNING: ANALYSIS OF AN ONLINE BUSINESS GAME INTERNATIONAL INTERNSHIPS: DESIGN AND EXPERIENCES SIM MAP: TURNING ACTION-BASED LEARNING INTO SIMULATED CONSULTING PROJECTS NOTEL HEALTH SERVICES: A ROLE-PLAYING SIMULATION TEACHING EXPERIENTIALLY WITH THE MADELINE HUNTER METHOD: AN APPLICATION IN A MARKETING RESEARCH COURSE SIMULATING CUSTOMER LIFETIME VALUE: IMPLICATIONS FOR GAME DESIGN AND STUDENT PERFORMANCE VIRTUAL PROGRESS: SIMULATING ECONOMIC DEVELOPMENT ONLINE STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA ADOPTION OF DISCUSSION-BASED TEACHING AND ASSESSMENT IN TEACHING STRATEGIC MANAGEMENT IN CHINA STUDENTS' VIEW ON THE USE OF CASE METHOD IN CHINA CHINESE STUDENTS' PERCEPTIONS OF BUSINESS GAMING EXPERIENCECSR - A CORPORATE SOCIAL RESPONSIBILITY SIMULATION CREATING DYNAMIC INTERACTION IN A VIRTUAL WORLD: ADD VALUE TO ONLINE CLASSROOMS THROUGH LIVE ELEARNING AND COLLABORATION: A DEMONSTRATION CAPABILITIES OF EXPERIMENTAL BUSINESS GAMING A COMPARISON BETWEEN SOLUTIONS AND DECISIONS IN A BUSINESS GAME VALIDATING BUSINESS SIMULATIONS: DOES HIGH PRODUCT QUALITY LEAD TO HIGH PROFITABILITY? ALIGNING ART AND EPISTEMOLOGY: ILLUSTRATIONS TO DISTINGUISH DISCOVERY FROM KNOWLEDGE BUILDING TUTORIALS USING WINK STUDENTS AS LAB RATS: THE ETHICS OF CONDUCTING NON-PEDAGOGICAL RESEARCH IN THE CONTEXT OF CLASSROOM SIMULATIONS AND EXPERIENTIAL LEARNING THE EFFECT ON GAME PERFORMANCE OF DIFFERENT MEASURES AND UNITS OF ANALYSIS IN QUANTITATIVE ANALYSIS ANALYZING AND THINKING WHILE PLAYING A SIMULATION COMPUTER BUSINESS SIMULATION DESIGN: THE ROCK POOL METHOD EXPANDING THE ROLE OF E-ROOMS IN DISTANCE LEARNING APPLICATIONS TO MANAGEMENT EDUCATION APPLICATION OF TRADITIONAL AND ONLINE JOURNALING AS PEDAGOGY AND MEANS FOR ASSESSING LEARNING IN AN ENTREPRENEURIAL SEMINAR DEVELOPING MANAGERIAL EFFECTIVENESS: ASSESSING AND COMPARING THE IMPACT OF DEVELOPMENT PROGRAMMES USING A MANAGEMENT SIMULATION OR A MANAGEMENT GAME INTERNATIONAL MANAGEMENT GAME Œ AN INTEGRATED TOOL FOR TEACHING STRATEGIC MANAGEMENT INTERNATIONALLY STUDENT EXPECTATIONS OF SIMULATIONS DISTANCE EDUCATION DELIVERY OF AN INTENSIVE SIMULATION BASED COURSE TEACHING SERVICE LEARNING USING A BUSINESS GAME ROLE-PLAY SIMULATION EDUCATIONAL PERSPECTIVE OF COLLABORATIVE VIRTUAL COMMUNICATION AND MULTI-USER VIRTUAL ENVIRONMENTS FOR BUSINESS SIMULATIONS SIMULATION PERFORMANCE & PREDICTOR VARIABLES: ARE WE LOOKING IN THE WRONG PLACES TO MEASURE THE RIGHT LEARNING? VIDEO CASE: JET-A-WAY INC. Œ FOCUSING ON DIVERSITY AND ENTREPRENEURIAL LEADERSHIP ACTIVE LEARNING: WHAT IS IT AND WHY SHOULD I USE IT? FACILITATING THROUGH COLLABORATIVE REFLECTIONS TO ACCOMMODATE DIVERSE LEARNING STYLES FOR LONG-TERM RETENTION ONLINE CUMULATIVE SIMULATION TEAM PERFORMANCE PACKAGE WHEN PROPHECY FAILS: A SMALL SAMPLE, PRELIMINARY STUDY USING EXPERIENTIAL LEARNING TO INTEGRATE THE BUSINESS CURRICULUM FORECASTING STOCK VALUE EMPLOYING PROGRESSIVE PRACTICES AND PRINCIPLES TO FACILITATE SEMINAR ROOM LEADERSHIP AMONG LEARNERS: SHARED POWER AND COLLECTIVE ACCOUNTABILITY INDIVIDUAL ACHIEVEMENT DOES NOT GUARANTEE TEAM PERFORMANCE: AN EVIDENCE OF ORGANIZATIONAL LEARNING WITH BUSINESS GAMES DECISION MAKING IN BUSINESS SIMULTION DESIGN ZUG UM ZUG 2015: COLLECTIVE BARGAINING AS A TWO-LEVEL GAME A NEW METHOD FOR MODELING INNOVATION AND R&D IN BUSINESS SIMULATIONS: ILLUSTRATED WITH A SIMULATION OF A NEW PRODUCT DEVELOPMENT PORTFOLIO DEVELOPING A MICRO SIMULATION EFFECT OF MARKET SHARE AND PRODUCTION EXPERIENCE ON COMPANY PROFITABILITY RE-DESIGNING A CURRICULUM THAT VALUES A WORK-INTEGRATED APPROACH TO STUDENT LEARNING HOW SIMULATIONS AND EXPERIENTIAL LEARNING FIT AS WE COMPLY WITH LEGISLATIVE AND AACSB ASSESSMENT GUIDELINES: HOW TO DEVELOP ACADEMICALLY SOUND COURSES THAT ALSO MEET STAKEHOLDER NEEDS EVALUATING SERVICE LEARNING: REFLECTION AND ASSESSMENT FROM THE STUDENT POINT OF VIEW SIMPLIFYING AND ENHANCING FINANCIAL ANALYSIS IN CASES AND SIMULATIONS OVERCOMING THE BUSINESS GAME COMPLEXITY PARADOX EXPLORING THE PREFERENCE IN LEARNING APPROACH AMONG THE HONG KONG UNIVERSITY STUDENTS: CASE STUDY, PROBLEM-BASED OR TRADITIONAL TEXTBOOK QUESTION AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND POLITICAL STYLE IN THE WORKPLACE EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? AIS RAIL SYSTEM: A COMPUTER-BASED JOB-ORDER COST SIMULATION BLOOM BEYOND BLOOM: USING THE REVISED TAXONOMY TO DEVELOP EXPERIENTIAL LEARNING STRATEGIES DELIVERING A TECHNOLOGY-BASED CASE IN A TECHNOLOGICAL WAY: THE SMARTCART CASE USING THE INTERNET TO ENHANCE COURSE PRESENTATION: A HELP OR HINDRANCE TO STUDENT LEARNING TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG EVALUATING A SIMULATION WITH A STRATEGIC EXPLORATION TOOL A SYMBOLIC MODEL OF THE SIMULTANEOUS ACHIEVEMENT OF CONCRETE BENEFITS AND LEARNING BY PARTICIPATING GROUPS IN EXPERIENTIAL ACTIVITIES: ‚THE SPHERE OF EXPERIENTIAL LEARNING