Pedagogic Research Knowledge Exchange (ARU-CUHK Joint Session3)

In this "Pedagogic Research Knowledge Exchange" series, educators from The Chinese University of Hong Kong and Anglia Ruskin University will collaborate to share their teaching innovations and insights from pedagogic research. This session will focus on student engagement.

Date: 10 December 2025 (Wednesday)

Start time: 8:30 a.m. (UKT) / 4:30 p.m. (HKT)

Format: Online via Teams

Target audience: Academic staff and professional staff

Topics & Speakers

Dr.  Linda Brown, Academic Lead: Inclusive Learning Communities & Partnerships, Anglia Learning & Teaching, Anglia Ruskin University, Cambridge, United Kingdom

Dr Linda Brown is Associate Professor and Academic Lead for Inclusive Learning Communities. Her current work involves the many different faces of inclusion, including accessibility, race equality, and student experience. As a seasoned history and language teacher and lecturer, she has lived and worked in four different countries, collecting examples of good practice along the way. Her circuitous path brought her to Anglia Ruskin in 2013. She enjoys collaborations with colleagues and students in the hopes of effecting meaningful and sustainable change. 

Topic: Interpreting student experience through inclusion

Abstract: How can we make inclusion the foundation for all we do? How can inclusion change how we understand student experience? What outcomes might we see if, from the start, we applied inclusion to all university processes – academic, social and practical?

Much of this soul-searching has been prompted by data and metrics. More importantly it has been influenced by other factors, including the student voice (student surveys), sector anxieties (for example, mental health, cost of living) and our mission to provide an inclusive learning experience for our students while safeguarding the wellbeing of our staff.This short session will explore what inclusion means for student experience and how we communicate our intentions, actions and aims..

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Dr. Yuhuan Zhou, Assistant Lecturer, School of Biomedical Sciences, The Chinese University of Hong Kong, Hong Kong

Dr. Yuhuan ZHOU received her Ph.D. in Biomedical Sciences at The University of Hong Kong. She then performed postdoctoral training at The Hospital for Sick Children (teaching hospital of University of Toronto) and was promoted as Research Associate at University of Alberta in Canada. Dr. Zhou has over a decade of experience in biomedical research. She is a member of American Society for Cell Biology and Bioimaging North America. Dr. Zhou has a great passion for teaching and mentorship. Her teaching interests cover human physiology, histology, and embryology. She has mentored undergraduate students to complete summer internships and thesis project in Hong Kong and Canada

Topic: Leveraging uReply in human physiology education: implementation of a tailored debriefing and revision strategy

Abstract: Physiology is the study that focuses on the full array of functions of the human body. The underlying mechanisms that regulate these functions are often complex; therefore, students face substantial challenges when studying this subject. Recent advancements in Technology-Enhanced Learning (TEL) platforms have introduced innovative strategies to educational practices. One such example is uReply, a cloud-based TEL platform developed by The Chinese University of Hong Kong. Many institutions have applied TEL platforms to engage classroom activities; however, fewer have combined TEL platforms with refined revision strategies to address challenges in medical education. This pilot study aims to investigate the impact of implementation of tailored debriefing and revision strategy via uReply in physiology education. 

This quantitative study collected data from an average of 35 and 27 students in the exercise and tailored revision sessions, respectively. Five exercise questions with low correct response ratios demonstrated increased correct response ratios and an elevated overall trend followed tailored debriefing and revision. The correct response ratios for question #1, 3, and 7 have increased 10%, 21.2%, and 6.2%, respectively. 

uReply generates real-time reports to display answer distribution that allows the instructor to prioritize reinforcing the knowledge that most students do not understand completely through tailored debriefing and revision. The perspectives obtained from this pilot study has laid a foundation for further studies of other refined teaching strategies via TEL platforms to enhance students’ learning effectiveness.

Registration (For CUHK Staff)

Registration (For ARU Staff)

Registration deadline: 8 December 2025 (Mon) 23:59 HKT

Enquiry

For any queries, please contact Vienne LIN at viennelin@cuhk.edu.hk