|
higher education |
17 |
|
assessment |
7 |
|
holistic competencies |
7 |
|
project-based learning |
7 |
|
curriculum reform |
6 |
|
electrical engineering education |
6 |
|
engineering education |
6 |
|
feedback |
6 |
|
formative assessment |
6 |
|
introductory engineering |
6 |
|
item response theory |
6 |
|
learning outcomes |
6 |
|
motivation |
6 |
|
rube goldberg machine |
6 |
|
student engagement |
6 |
|
21st century skills |
5 |
|
employability skills |
5 |
|
heritage conservation |
5 |
|
learning |
5 |
|
psychometrics |
5 |
|
teaching |
5 |
|
classroom response system |
4 |
|
clickers |
4 |
|
clinical practicum |
4 |
|
economic impact |
4 |
|
experiential learning |
4 |
|
interest |
4 |
|
learning environment |
4 |
|
measurement |
4 |
|
scale development |
4 |
|
self-assessment |
4 |
|
student experience |
4 |
|
student learning |
4 |
|
student perception |
4 |
|
validation |
4 |
|
adaptive reuse |
3 |
|
built environment |
3 |
|
challenges |
3 |
|
children's coping styles: rumination |
3 |
|
children's response styles questionnaire, item response theory |
3 |
|
cloud computing |
3 |
|
cross-border delivery of education |
3 |
|
curriculum |
3 |
|
cv |
3 |
|
distraction |
3 |
|
e-learning games |
3 |
|
efficacy |
3 |
|
employer expectations |
3 |
|
environmental |
3 |
|
evaluation |
3 |
|
evaluative judgement |
3 |
|
field trip |
3 |
|
generic skills |
3 |
|
globalization and international higher education |
3 |
|
graduate attributes |
3 |
|
hedonic price model |
3 |
|
hedonic pricing model |
3 |
|
hong kong |
3 |
|
internationalization of higher education |
3 |
|
internationalization of the curriculum |
3 |
|
job application |
3 |
|
latent profile analysis |
3 |
|
mcqs |
3 |
|
measurement invariance |
3 |
|
mixed method |
3 |
|
mobile devices |
3 |
|
mobility of students and academic staff |
3 |
|
pacific asia |
3 |
|
problem solving |
3 |
|
professional skills |
3 |
|
programme evaluation |
3 |
|
quality assurance |
3 |
|
questionnaire development |
3 |
|
reform |
3 |
|
self-efficacy |
3 |
|
sem |
3 |
|
set survey |
3 |
|
socio-emotional skills |
3 |
|
soft skills |
3 |
|
student evaluation |
3 |
|
student learning experience |
3 |
|
teacher perception of teaching and learning |
3 |
|
teaching effectiveness |
3 |
|
transferable skills |
3 |
|
university engagement |
3 |
|
3+3+4 |
2 |
|
adolescent depression |
2 |
|
architectural heritage |
2 |
|
architecture |
2 |
|
architecture - conservation and restoration - china - hong kong |
2 |
|
architecture -- study and teaching (secondary) -- china -- hong kong |
2 |
|
architecture and science |
2 |
|
architecture education |
2 |
|
asia-pacific |
2 |
|
attitudes |
2 |
|
bologna process |
2 |
|
brief measure |
2 |
|
china |
2 |
|
cloud-based learning and assessment |
2 |
|
community service learning |
2 |
|
covid-19 |
2 |
|
culture |
2 |
|
curriculum reform hong kong |
2 |
|
curriculum renewal |
2 |
|
depressive symptomatology |
2 |
|
differential item functioning |
2 |
|
disciplinary differences |
2 |
|
e-learning |
2 |
|
education |
2 |
|
educational evaluation |
2 |
|
elementary school |
2 |
|
engineering - study and teaching (internship) - china - hong kong |
2 |
|
environmental policy |
2 |
|
experiential learning - china - hong kong |
2 |
|
extended reality |
2 |
|
flourishing |
2 |
|
future classroom |
2 |
|
generic competencies |
2 |
|
grading |
2 |
|
historic sites - conservation and restoration - china - hong kong |
2 |
|
hong kong context |
2 |
|
industrial heritage |
2 |
|
industrialising/post-industrial |
2 |
|
institutional assessment |
2 |
|
instrument |
2 |
|
interaction |
2 |
|
intercultural competence |
2 |
|
interdisciplinarity |
2 |
|
internship |
2 |
|
internships |
2 |
|
job skills |
2 |
|
learning analystics |
2 |
|
learning management system |
2 |
|
learning-by-doing |
2 |
|
lifelong learning |
2 |
|
literature review |
2 |
|
longitudinal |
2 |
|
measurement of change |
2 |
|
measurement precision |
2 |
|
outcome score linking |
2 |
|
patient-reported outcome measures |
2 |
|
positive psychology |
2 |
|
professional development |
2 |
|
psychology |
2 |
|
psychometric validation |
2 |
|
quantitative research |
2 |
|
rasch model |
2 |
|
research-teaching nexus |
2 |
|
reward system |
2 |
|
scale validation |
2 |
|
school of the future |
2 |
|
score concordances |
2 |
|
secondary schools |
2 |
|
self-evaluation |
2 |
|
self-regulated learning |
2 |
|
short form |
2 |
|
sichuan reconstruction |
2 |
|
skill development |
2 |
|
structural equation modelling |
2 |
|
student learning outcomes |
2 |
|
student research experience questionnaire |
2 |
|
sustainable development |
2 |
|
teaching and learning environment |
2 |
|
teaching assessment |
2 |
|
well-being |
2 |
|
work-integrated learning |
2 |
|
ability beliefs |
1 |
|
academic dishonesty |
1 |
|
academic integrity |
1 |
|
achievement |
1 |
|
action research |
1 |
|
adaptability of assessment |
1 |
|
adaptation |
1 |
|
advantages |
1 |
|
affect |
1 |
|
affordable housing |
1 |
|
ai ethics |
1 |
|
ai guilt |
1 |
|
ai literacy |
1 |
|
ai policy framework |
1 |
|
ai-literacy |
1 |
|
animation |
1 |
|
approach to develop |
1 |
|
approaches to learning |
1 |
|
approaches to teaching |
1 |
|
architectural education |
1 |
|
artificial intelligence |
1 |
|
asia |
1 |
|
aspergillus oryzae - chemistry - growth and development |
1 |
|
aspergillus oryzae - cytology |
1 |
|
assessing class participation |
1 |
|
assessment literacy |
1 |
|
assessment methods |
1 |
|
assessment methods and tools |
1 |
|
assessment policy |
1 |
|
attendance |
1 |
|
automatic image analysis |
1 |
|
awards and recognition |
1 |
|
behavioural response |
1 |
|
benefits |
1 |
|
bipolarity |
1 |
|
blended learning |
1 |
|
built-in social tools |
1 |
|
capstone design |
1 |
|
carbon emissions |
1 |
|
career choice |
1 |
|
case study |
1 |
|
chatbot |
1 |
|
chatbots |
1 |
|
chatgpt |
1 |
|
child well-being |
1 |
|
chinese students |
1 |
|
classroom language learning |
1 |
|
cmc |
1 |
|
co-design with students |
1 |
|
co-piloting |
1 |
|
coexistence |
1 |
|
cognitive conflicts |
1 |
|
cognitive dissonance |
1 |
|
cognitive processing |
1 |
|
cognitive strategies |
1 |
|
coherence |
1 |
|
collaborative housing |
1 |
|
collaborative practice |
1 |
|
collodion |
1 |
|
community engagement |
1 |
|
community service |
1 |
|
community services |
1 |
|
competencies |
1 |
|
competency beliefs |
1 |
|
competitive school climate |
1 |
|
completion rate |
1 |
|
compulsory courses |
1 |
|
computer/smartphone competency |
1 |
|
conceptual change |
1 |
|
conceptual framework |
1 |
|
conceptual response |
1 |
|
conceptualisation |
1 |
|
constructive alignment |
1 |
|
content analysis |
1 |
|
continuity |
1 |
|
conversational agents |
1 |
|
conversational learning |
1 |
|
cooperative school climate |
1 |
|
course design |
1 |
|
course evaluation |
1 |
|
course experiences |
1 |
|
cross-cultural analysis |
1 |
|
cross-cultural generalizability |
1 |
|
cross-lagged modeling |
1 |
|
cultural distance |
1 |
|
cultural heritage |
1 |
|
culture techniques |
1 |
|
curriculum design |
1 |
|
deep learning |
1 |
|
deep-level processing |
1 |
|
delphi inquiry |
1 |
|
design dialectic |
1 |
|
digital education |
1 |
|
digital therapy |
1 |
|
discursive goverance |
1 |
|
disposition |
1 |
|
doctoral students |
1 |
|
doctoral studies |
1 |
|
education and technology |
1 |
|
education paradig |
1 |
|
education policy |
1 |
|
educational policy |
1 |
|
educational practices |
1 |
|
educational technology |
1 |
|
elderly housing |
1 |
|
emotion |
1 |
|
empathy and trust in ai |
1 |
|
employability |
1 |
|
engineer image |
1 |
|
engineering |
1 |
|
engineering aspiration |
1 |
|
engineering career |
1 |
|
engineering curriculum |
1 |
|
engineering disciplines |
1 |
|
engineering learning systems |
1 |
|
english language learning |
1 |
|
english-language education |
1 |
|
entrepreneurship |
1 |
|
equity |
1 |
|
esports |
1 |
|
ethics |
1 |
|
expectancy-value theory (evt) |
1 |
|
experimental |
1 |
|
experimental groups |
1 |
|
explainable artificial intelligence |
1 |
|
extracurricular activities |
1 |
|
facilitator |
1 |
|
factor analysis |
1 |
|
feedback literacy |
1 |
|
feedback purpose |
1 |
|
filamentous microbes |
1 |
|
foreign language |
1 |
|
foreign language anxiety |
1 |
|
foreign language education |
1 |
|
foreign language learning |
1 |
|
fungal morphology |
1 |
|
fungi - cytology |
1 |
|
future orientation |
1 |
|
game |
1 |
|
game genres |
1 |
|
game mechanisms and elements |
1 |
|
gamification |
1 |
|
genai |
1 |
|
gender stereotype |
1 |
|
generative ai |
1 |
|
generative ai (genai) |
1 |
|
generic skills assessment |
1 |
|
globalisation |
1 |
|
goal regulation |
1 |
|
gpa |
1 |
|
graduate teaching assistants |
1 |
|
growth kinetics |
1 |
|
handwritten examination |
1 |
|
harmony |
1 |
|
high density |
1 |
|
high school |
1 |
|
holistic competency |
1 |
|
holistic development |
1 |
|
holistic education |
1 |
|
hong kon |
1 |
|
honor of kings |
1 |
|
housing design |
1 |
|
human machine co-partner |
1 |
|
hybrid city |
1 |
|
ill-being |
1 |
|
image analysis |
1 |
|
image processing, computer-assisted |
1 |
|
imagej |
1 |
|
imposter syndrome |
1 |
|
industrial property prices |
1 |
|
informational nudge |
1 |
|
instruction |
1 |
|
instructional environment |
1 |
|
instrumental goals |
1 |
|
instrumental motivation |
1 |
|
integration |
1 |
|
integrative theoretical review |
1 |
|
integrity |
1 |
|
interdisciplinary |
1 |
|
interest in teaching |
1 |
|
international |
1 |
|
involvement |
1 |
|
irt scaling |
1 |
|
item response theory (irt) |
1 |
|
japan |
1 |
|
japanese university |
1 |
|
junior high school |
1 |
|
key-skills |
1 |
|
knowledge exchange |
1 |
|
l1/l2 comparison |
1 |
|
lagged modelling |
1 |
|
language |
1 |
|
language anxiety |
1 |
|
language learning |
1 |
|
language learning strategy |
1 |
|
latent profile |
1 |
|
latent profile transition analysis |
1 |
|
latent transition analysis |
1 |
|
leadership development |
1 |
|
leadership self-efficacy |
1 |
|
leadership skills |
1 |
|
learning activities |
1 |
|
learning experiences |
1 |
|
learning management systems |
1 |
|
learning patterns |
1 |
|
learning strategies |
1 |
|
learning technologies |
1 |
|
learning theory |
1 |
|
likert |
1 |
|
lms usage framework |
1 |
|
longitudinal analysis |
1 |
|
longitudinal latent sem |
1 |
|
longitudinal modelling |
1 |
|
lpta |
1 |
|
machine learning |
1 |
|
mainland chinese students |
1 |
|
mastery goals |
1 |
|
membrane immobilization |
1 |
|
membranes |
1 |
|
membranes, artificial |
1 |
|
meta-ethnography |
1 |
|
methodology |
1 |
|
micro-analytic |
1 |
|
model fit |
1 |
|
model misfit |
1 |
|
model misspecification |
1 |
|
moocs |
1 |
|
morphology |
1 |
|
motivated learning strategies |
1 |
|
motivated strategies |
1 |
|
motivated strategy use |
1 |
|
motivation science |
1 |
|
motivational deficits |
1 |
|
motivational profiles |
1 |
|
motivations |
1 |
|
multiple goals |
1 |
|
multiple methods |
1 |
|
mycology - instrumentation - methods |
1 |
|
natural language processing |
1 |
|
need frustration |
1 |
|
need satisfaction |
1 |
|
need-supportive teaching |
1 |
|
novelty |
1 |
|
novelty effect |
1 |
|
novelty-effect |
1 |
|
on-line laboratory |
1 |
|
online assessment |
1 |
|
online learning |
1 |
|
online teaching and learning |
1 |
|
organisational culture |
1 |
|
outcome based learning |
1 |
|
overall satisfaction |
1 |
|
parental preferences |
1 |
|
parental values |
1 |
|
participatory design |
1 |
|
participatory research |
1 |
|
patient-reported outcomes |
1 |
|
pedagogical instruction |
1 |
|
peer mentoring |
1 |
|
peer review |
1 |
|
peer support |
1 |
|
perceived control |
1 |
|
perceived control theory |
1 |
|
performance classification |
1 |
|
person-centered |
1 |
|
person-centred analysis |
1 |
|
phoneme-grapheme recognition |
1 |
|
plagiarism |
1 |
|
planning |
1 |
|
playing motivation |
1 |
|
policy |
1 |
|
positive education |
1 |
|
postgraduate students |
1 |
|
practical consequences |
1 |
|
practical significance |
1 |
|
presage-process-product framework |
1 |
|
problem-based learning |
1 |
|
process of teaching |
1 |
|
professional practice |
1 |
|
promis |
1 |
|
psychological needs |
1 |
|
qac |
1 |
|
qualia |
1 |
|
quality assurance and enhancement |
1 |
|
quality of motivation |
1 |
|
reciprocal modeling |
1 |
|
reciprocal modelling |
1 |
|
reflection |
1 |
|
reflection literacy |
1 |
|
reflective practices |
1 |
|
reflective writing |
1 |
|
regulation strategies |
1 |
|
research |
1 |
|
research design and analyses |
1 |
|
research education |
1 |
|
research experience |
1 |
|
research postgraduate students |
1 |
|
research satisfaction |
1 |
|
resident assistants |
1 |
|
resident experiences |
1 |
|
residential experiences |
1 |
|
response format |
1 |
|
risks |
1 |
|
satisfaction |
1 |
|
school choices |
1 |
|
school mental health |
1 |
|
school-aged learners |
1 |
|
scoping review |
1 |
|
scoring rubrics |
1 |
|
second language learning |
1 |
|
secondary school |
1 |
|
self-concept |
1 |
|
self-confidence |
1 |
|
self-determination theory |
1 |
|
self-determined motivation |
1 |
|
self-efficacy in teaching |
1 |
|
self-regulation |
1 |
|
self-report |
1 |
|
severity classifications |
1 |
|
skills development |
1 |
|
skills-development |
1 |
|
slide |
1 |
|
social support |
1 |
|
social-emotional competencies |
1 |
|
society |
1 |
|
solid-state fermentation |
1 |
|
soon-to-be old |
1 |
|
spatial analysis |
1 |
|
special issue |
1 |
|
spores, fungal - chemistry - growth and development |
1 |
|
statistics |
1 |
|
stereotype lift |
1 |
|
stereotype threat |
1 |
|
strategic processing |
1 |
|
strategies |
1 |
|
strategy instruction |
1 |
|
structure |
1 |
|
student and teacher perspectives |
1 |
|
student aspirations |
1 |
|
student experiences |
1 |
|
student motivation |
1 |
|
student partnership |
1 |
|
student perceptions |
1 |
|
student perspective |
1 |
|
student research experience |
1 |
|
student residence life outcomes |
1 |
|
student retention and laboratory training |
1 |
|
student voice |
1 |
|
student-centred |
1 |
|
student-faculty partnerships |
1 |
|
student-staff partnership |
1 |
|
studying at university |
1 |
|
supervision |
1 |
|
surface-level processing |
1 |
|
survey research |
1 |
|
sustainability |
1 |
|
systematic review |
1 |
|
tam |
1 |
|
teacher assessment literacy |
1 |
|
teacher clarity |
1 |
|
teacher education |
1 |
|
teacher perception |
1 |
|
teacher perceptions |
1 |
|
teacher perspectives |
1 |
|
teacher support |
1 |
|
teaching and learning |
1 |
|
teaching excellence |
1 |
|
teaching practice |
1 |
|
teamwork competency |
1 |
|
technological interventions |
1 |
|
technology |
1 |
|
technology acceptance model (tam) |
1 |
|
technology enhanced learning |
1 |
|
technology-enabled assessment |
1 |
|
tertiary education |
1 |
|
test equating |
1 |
|
theoretical integration |
1 |
|
theory development |
1 |
|
theory of planned behavior (tpb) |
1 |
|
theory of planned behaviour |
1 |
|
tpack |
1 |
|
twenty-first century skills |
1 |
|
typed examination |
1 |
|
undergraduate education |
1 |
|
unified theory of acceptance and use of technology (utaut) |
1 |
|
university |
1 |
|
university accommodation |
1 |
|
university students |
1 |
|
university teacher |
1 |
|
urban design |
1 |
|
urban green spaces |
1 |
|
urban revitalization |
1 |
|
utility-value |
1 |
|
validated instrument |
1 |
|
validity |
1 |
|
vas |
1 |
|
vertical and horizonal development |
1 |
|
virtual laboratory |
1 |
|
virtual reality learning |
1 |
|
well-being education |
1 |
|
wellbeing |
1 |
|
willingness to communicate |
1 |
|
youtube |
1 |
