ORCID Profile
0000-0002-3136-1496
Current Organisations
Hong Kong Baptist University
,
Australian National University
,
Harvard University
,
The University of Hong Kong
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Publisher: Wiley
Date: 17-02-2010
Publisher: Vilnius University Press
Date: 15-10-2006
Publisher: Elsevier BV
Date: 1998
DOI: 10.1016/S0006-3495(98)77764-1
Abstract: Menstrual health is an increasingly recognised public health issue, defined as complete physical, mental, and social well-being in relation to the menstrual cycle. The MENISCUS trial aims to assess whether a multi-component intervention addressing physical and emotional aspects of menstrual health improves educational attainment, mental health problems, menstrual management, self-efficacy, and quality of life among girls in secondary school in Uganda. The study is a parallel-arm cluster-randomised controlled trial with 60 schools (clusters) in Wakiso and Kalungu districts, with a mixed-methods process evaluation to assess intervention fidelity and acceptability and economic and policy analyses. The schools will be randomised 1:1 to immediate intervention or to optimised usual care with delayed intervention delivery. The intervention includes creation of a Menstrual Health Action Group at schools and NGO-led training of trainers on puberty education, development of a drama skit, delivery of a menstrual health kit including reusable pads and menstrual cups, access to pain management strategies including analgesics, and basic improvements to school water, sanitation, and hygiene facilities. Baseline data will be collected from secondary 2 students in 2022 (median age ~15.5 years), with endline after 1 year of intervention delivery (~3600 females and a random s le of ~900 males). The primary outcomes assessed in girls are (i) examination performance based on the Mathematics, English, and Biology curriculum taught during the intervention delivery (independently assessed by the Uganda National Examinations Board) and (ii) mental health problems using the Total Difficulties Scale of the Strengths and Difficulties 25-item questionnaire. Secondary outcomes are menstrual knowledge and attitudes in girls and boys and, in girls only, menstrual practices, self-efficacy in managing menstruation, quality of life and happiness, prevalence of urogenital infections, school and class attendance using a self-completed menstrual daily diary, and confidence in maths and science. The trial is innovative in evaluating a multi-component school-based menstrual health intervention addressing both physical and emotional aspects of menstrual health and using a "training of trainers" model designed to be sustainable within schools. If found to be cost-effective and acceptable, the intervention will have the potential for national and regional scale-up. ISRCTN 45461276 . Registered on 16 September 2021.
Publisher: Elsevier BV
Date: 04-2018
Publisher: Informa UK Limited
Date: 28-04-2017
Publisher: Informa UK Limited
Date: 04-05-2017
Publisher: Springer Science and Business Media LLC
Date: 16-11-2019
Publisher: Springer Science and Business Media LLC
Date: 23-01-2017
Publisher: Springer Science and Business Media LLC
Date: 03-2018
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 11-08-2015
DOI: 10.14742/AJET.1936
Abstract: In Web 2.0 environments, the quality of published information can vary significantly and much of the information on the Internet is unproven. This unverified information hinders rather than facilitates student learning, especially among undergraduate students who depend heavily on Internet resources for their studies. Currently, we do not have clear understanding of how students assess information quality and how this process affects their learning. This study argues that students’ perceptions of Internet information quality influence their use of Internet information in their learning. The objectives of this research were to improve our understanding of how students evaluate Internet information by examining their perceptions of information quality and their use of information in learning, and to develop an information acceptance model that effectively measures and predicts students’ use of Internet information. The study participants were undergraduate students at a Hong Kong university (n=299). We used confirmatory factor analysis and structured equation models to develop an information acceptance model based on Klein’s (2002) 15 information quality dimensions. Our results suggested that 8 out of the 15 information quality dimensions were significant in predicting students’ use of Internet information in their academic work.
Publisher: Informa UK Limited
Date: 18-10-2018
Publisher: Scientific Research Publishing, Inc.
Date: 2013
Publisher: Mary Ann Liebert Inc
Date: 03-2011
Abstract: Prosocial and antisocial Internet use is investigated in this study by constructing an objective measure called the Adolescent Internet Use Questionnaire (AIUQ). The s le consists of 509 secondary school students in Hong Kong. Based on the previous review of the literature, the present study tests the following two hypotheses: (a) sex difference hypothesis: boys are more delinquent in Internet use than are girls (b) positive association hypothesis: there is a positive association between Internet behavior and daily social behavior. In other words, positive Internet behavior is positively associated with positive daily social behavior, and negative Internet behavior is positively associated with negative daily social behavior. In general, the two hypotheses are supported by the data in this study. The internal consistency reliability and predictive validity of the major indices of the AIUQ are also substantiated by the present data.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 24-04-2011
DOI: 10.14742/AJET.975
Abstract: span Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, we are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 schools to construct a structural equation model (SEM), from which we are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed. /span
Publisher: Springer Science and Business Media LLC
Date: 28-07-2009
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 06-10-2021
DOI: 10.14742/AJET.6834
Abstract: Despite the positive claims on the pedagogical use of social annotation and online collaborative writing tools discussed in the literature, most of the findings are derived from interviews or self-reported survey data. Very few studies probed deep into the learning processes and examined students’ digital traces and the artefacts they co-construct. In this study, we employed semantic network analysis techniques to examine how the use of a social annotation tool (Diigo) coupled with an online collaborative writing (Google Docs) affects students’ learning outcomes. The results indicate that the use of Diigo coupled with Google Docs helps enhance student engagement in the collaborative process and that the concept connectivity and quality of the text co-constructed by each group using Diigo coupled with Google Docs is significantly higher than those using Moodle’s forum. In addition, the level of collaboration within a group correlates positively with the number of vertices with high lexical relevancy identified in the semantic network of the text co-constructed by each group. Implications for practice and policy: Undergraduate students can use Diigo coupled with Google Docs to enhance their collaborative work. Course leaders could use Diigo coupled with Google Docs to support learning activities, such as flipped learning or collaborative inquiry learning, in which students are required to engage in close reading and the co-construction of artefacts. Course instructors could consider using semantic measures such as the number of clusters and betweenness centrality to assess the quality of students’ co-constructed artefacts.
Publisher: Springer Science and Business Media LLC
Date: 03-2018
Publisher: Informa UK Limited
Date: 03-2008
Publisher: WORLD SCIENTIFIC
Date: 07-2002
Publisher: Vilnius University Press
Date: 15-10-2006
Publisher: Elsevier BV
Date: 07-1995
Publisher: Vilnius University Press
Date: 15-10-2006
Publisher: Vilnius University Press
Date: 15-10-2006
Publisher: Springer US
Date: 2009
Publisher: Wiley
Date: 07-11-2006
Publisher: Elsevier BV
Date: 10-2023
Publisher: Elsevier BV
Date: 04-1995
Publisher: Elsevier BV
Date: 07-1996
Publisher: Association for Computing Machinery (ACM)
Date: 06-2008
Abstract: This paper describes a web-based courseware that is designed to further improve the programming skills of strong students. The courseware leverages students' laboratory work as worked ex les. Worked ex les are regarded as an efficient tool for schema acquisition. The variations in the methods used in the ex les provide an opportunity to acquire alternative schemas for solving problems. The paper describes the functions of the courseware. The results of the evaluations suggest that students' solutions are intrinsically useful as worked ex les because they exhibit significant variations.
No related grants have been discovered for Sandy C. Li.