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Ignite Conversations: Research and Pedagogical Innovation [Sharing session 3]

Updated: Jan 18

About the series

Ignite Conversations: Research and Pedagogical Innovation is a sharing series which showcases innovative teaching and learning research and pedagogical insights and ideas. The sharing series provides an interactive forum for discussing theoretical, methodological, and/or empirical issues of educational research as well as experimenting with novel teaching practice. The sessions also intend to generate awareness and foster collaborations among our community members and CUHK colleagues across disciplines and faculties.


Dr Allen Ho is a Senior Lecturer at the English Language Teaching Unit (ELTU) of The Chinese University of Hong Kong. Having served in the tertiary education sector for nearly 20 years, he is an experienced English language instructor, course designer and project coordinator. His professional interests include learning transfer, English Across the Curriculum (EAC), and peer response. Dr Ho has contributed to the ELTU curriculum through designing and coordinating a range of EAP, ESP and EPP courses for Arts and Education students, such as ELTU3011 Professional Communication for Arts Students and ELTU3413 Research Writing in the Humanities and Social Sciences. Currently, he is one of the Co-supervisors of the EAC Project, overseeing more than 10 collaborations with content teachers from the Faculty of Arts and Faculty of Education. He is also one of the Co-supervisors of the Peer-Tutoring Scheme, fully supporting the recruitment, training and monitoring of peer tutors.

Topic: Strategic Collection of Students’ Feedback at Different Stages of a Course for Continuous Improvement

Abstract: With the strong emphasis on student-centeredness, receiving input from learners about their needs and concerns is playing a crucial role for the enhancement of course effectiveness. In addition to the needs analysis conducted at the beginning and the official course and teaching evaluation (CTE) exercise implemented at the end of the semester, it is believed that hearing students’ voices in other phases is also highly important. In this session, my experience in soliciting feedback from students at various stages, with the adoption of both formal and informal approaches, will be shared, together with some amendments made to the courses concerned in recognition of their valuable input.


Dr Ian LEE is a Professional Consultant at the Faculty of Law.  He taught Commercial Law and Company Law to undergraduate (LLB) students, Business Law, Commercial Law, Corporate Insolvency and International Taxation to postgraduate students (JD and LLM), and Understanding Financial Statements and Solicitors’ Accounts to Postgraduate Certificate of Laws (PCLL) students.  He provided training on Solicitors’ Accounts to candidates attempting the Overseas Lawyers Qualification Examination (OLQE), as well as Hong Kong Company Law to candidates attempting the Hong Kong Chartered Governance Institute (HKCGI) Chartered Governance Qualifying Programme (CGQP) examination.  His articles on changes to the Anti-Money Laundering Laws in Hong Kong were published in the Journal of Money Laundering Control. He also serves as a member of the Inland Revenue Board of Review.


Topic: Teaching and Learning Research: My journey so far . . .

Abstract: Dr Lee has conducted some small-scale teaching and learning research in the past which gave him valuable feedback and motivation to introduce various changes in his courses to improve the teaching and learning for his students. He now hopes to conduct more empirical-based research by investigating two phenomena which he has observed in recent years:

1. Difference between electronically submitted answers and handwritten answers

There seems to be a noticeable difference in the answers provided by students who submitted their answers electronically as opposed to those who submitted handwritten answers.  It may be interesting if the difference can be identified which may provide helpful feedback to both students and teachers.

2. Factors which may motivate our students to take on difficult challenges

Many of Dr Lee’s students have informed him that they prefer not to deal with accounting or financial matters as they are not good with numbers.  However, Dr Lee has observed on a number of occasions in which students became most involved when assigned with a challenging task involving numbers or financials.  This made him wonder whether, under the right conditions or with appropriate motivation, students may be able to tackle difficult challenges, even in areas outside their comfort zone.


For any queries, please contact Vienne LIN at


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