Abstract

This Article presents a case study of cross-cultural synchronous online learning between marketing and advertising undergraduate students in Hong Kong and Malaysia. A blended learning flipped classroom model allowed students to collaborate in real-time despite geographical distance. Students completed online learning materials on the FutureLearn platform before coming to class. During class time, students worked in groups and applied their theoretical knowledge to solve marketing problems with cross-cultural elements. The collaboration experience encouraged the development of intercultural competencies and collaborative work skills among students. Course materials were designed to address both the Hong Kong and Malaysian consumer experiences. This Article introduces the course’s pedagogical design and the challenges faced in implementation. The effectiveness of the cross-cultural online learning model is evaluated using learning analytics from the FutureLearn platform and an online survey. Best practices for synchronous online learning are recommended. Results indicated that students found online teaching materials visually stimulating, well-organised, and easy to understand. They gained intercultural skills and learned how to better communicate with consumers from other cultures.

Abstract

Dementia poses a serious threat to the way of life of the elderly and impacts their daily activities. We have therefore developed an interdisciplinary project applying virtual reality (VR) and the reminiscence therapy approach to cope with mild dementia, using the HTC Vive VR system and the Leap Motion sensor software system. The scene of our application is constructed with reference to a Hong Kong public housing flat in the 1970s, and two different modes are available, namely the cognitive assessment mode and explorer mode. This project enables the occupational therapy students to develop a good understanding of the content creation process in virtual reality, including virtual asset, movement and interaction design, which constitute to the effective delivery of therapy for people with dementia.

Compared to paper-and-pencil tests, VR provides a more ecologically valid testing and training scenario. With VR, total control and high consistency of stimulus delivery to enhance the reliability of results can be easily achieved. It also provides several benefits for occupational therapy students. First, the students will not be negatively affected by the complicated physical environment. Second, all the actions in VR can be recorded for further analysis. Third, solid evidence is obtained instead of relying on self-evaluation paperand-pencil assessments. This Article describes the development and implementation of a VR application in rehabilitation. It illustrates the design and development flow, and provides a solution to evaluate the quality of interdisciplinary work in engineering and health science.

Abstract

The widespread impact of COVID-19 greatly affects the deployment of higher education. In the Philippines, with the current physical restrictions, academic institutions have shifted to online learning. However, with limited technological resources compounded by one of the poorest internet connections in Southeast Asia, online learning is a constant challenge to educators in the Philippines. Even more so in architectural design, a studio culture in which creativity and mentorship are the main thrusts.

Current literature on online learning in the country is mainly focussed on general subjects. This paper seeks to define the ways in which the architecture studio culture adapted to the challenges of conducting education online. This research employs qualitative methods that focus on the educators’ shift to the online format when it comes to handling architecture studios in the Philippines. In particular, it examines the resiliency and resourcefulness of educators as well as the tools and techniques used. The study hopes to produce a framework for the continued improvement of the online architectural studio that will benefit educators and students alike.

Abstract

This Article discusses strategies for the exposure and integration of extended reality (XR) technologies among postgraduate and undergraduate level architecture students in Hong Kong. Explored are collaborative, constructivist, and design thinking frameworks embedded into the course curriculum, teaching workshops, and design activities for the promotion of hybrid (physical and digital) learning.

Programmes such as those at The Chinese University of Hong Kong (CUHK) do not consider XR as part of the core curriculum, resulting in students successfully completing a degree without exposure to the technology, platforms, and methods, leaving them unprepared for an increasingly digital future in professional practice. This study examines strategies for hybrid teaching and learning initiatives, student exposure to ongoing research and development of emerging technologies, and preparation for a future industry that mixes digital, physical, and virtual practice in architecture. It showcases different approaches for technology-facilitated teaching and learning using mixed reality design and build workshops in public
university spaces, the integration of XR methods and hardware within studio and elective course curriculum, and crossover studio workshops available for faculty and students.

Results of an online questionnaire for students (n = 34) reflected a high need for learning AR in architectural education. Participants agreed that augmented reality (AR) technology can enhance design thinking process and self-learning, and lead to a more effective architectural practice. Major learning obstacles include the lack of technical support and relevant knowledge, accessibility to specific tools and pre-occupied academic schedules by other schoolwork.

By keeping instructors and students engaged with novel XR technology, programmes and graduates will remain competitive in academic and professional pursuits. They develop novel hybrid workflows and methods for design-driven research in a future practice where digital, physical, online, and offline learning become increasingly fluid.