Umbrella action research projects as a mechanism for learning and teaching quality enhancement

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

“…The findings of this research also offer practical recommendations to inform design of future online and blended courses in higher education. They contribute to filling the knowledge gaps indicated by previous research, both qualitative studies on student engagement [20,21], and explorations on learning analytics adoptions to measure student engagement [22][23][24]. The findings reassure the importance of teacher presence and input on student engagement [20].…”

“…The findings reassure the importance of teacher presence and input on student engagement [20]. Existing research has gathered learners' views on the significance of lecturer input on their learning, through assessment feedback [25], and discussions [21]. This research further adds quantitative evidence on the impact of lecturers' and tutors' input on student engagement, especially in the discussion boards and through assessment feedback.…”

Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

“…Cross-institutional TEPs are expected to impact more broadly on teaching and learning practices at departmental, institutional and cross-institutional levels (Willcoxson et al ., 2011). Possible impact includes systemic changes in curriculum design (Kember et al. , 2019; Turner et al.…”

“…Following Bamber et al (2009), teaching enhancement involves an intentional plan and actions to improve teaching. Cross-institutional teaching enhancement projects (TEPs) involve academics from more than one institution working on teaching enhancement (Turner et al, 2022) and tend to aim at fundamental changes rather than small improvement (Kember et al, 2019).…”

“…Feys and Devos (2014) describe cross-institutional collaborations as "the new orthodoxy" (p. 738), implying that institutions are sometimes pressured into collaborations by policymakers. In the higher education sector, policymakers expect cross-institutional TEPs to exert systemic influences on teaching and learning (Kember et al, 2019). The continuous investment by the Hong Kong government on TEPs in the past ten years reflects such expectations (UGC, 2022).…”