A developer's challenges on an e-portfolio journey

Juliana Chau

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 145–148

Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assist par la technologie (TeLL): mise jour et nonc de principes pour les cours

Juliana Chau; Alfred Lee

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 1 (May 09, 2014)

The range and number of technologies currently available have yielded both opportunities and challenges for language educators. This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential...

ePortfolio, Technology, and Learning: a Reality Check

Juliana Chau; Gary Cheng

Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 465–481

One innovative practice in higher education arising from advances in computer technology is the use of ePortfolio for learning and assessment. Although in theory ePortfolios are believed to yield benefits for learning, in practice ePortfolio use...

Topics: Information Communication Technologies, Post Secondary Education, Interaction, Video, Portfolios

Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course

Gary Cheng; Juliana Chau

British Journal of Educational Technology Vol. 47, No. 2 (March 2016) pp. 257–278

The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation...

Digital Video for Fostering Self-Reflection in an ePortfolio Environment

Gary Cheng; Juliana Chau

Learning, Media and Technology Vol. 34, No. 4 (December 2009) pp. 337–350

The ability to self-reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer-mediated communication technologies have led to intense interest in higher education in exploring the potential of...

Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement

Gary Cheng; Juliana Chau

Internet and Higher Education Vol. 17, No. 1 (April 2013) pp. 9–15

This study explores the relationship between students' self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (

Language: English

A study of the effects of goal orientation on the reflective ability of electronic portfolio users

Gary Cheng; Juliana Chau

Internet and Higher Education Vol. 16, No. 1 (January 2013) pp. 51–56

This paper explores and discusses the effects of different goal orientations on students' reflective ability as demonstrated in their electronic portfolios (ePortfolios). Primary data was collected from 54 showcases (digital containers) generated by ...

Language: English

Towards understanding the potential of e-portfolios for independent learning: A qualitative study

Juliana Chau; Gary Cheng; Gary Cheng

Australasian Journal of Educational Technology Vol. 26, No. 7 (Jan 01, 2010)

This paper discusses the findings of a research study concerning the use of e-portfolios to develop independent learning, from the perspectives of teachers and students in a Hong Kong university. While most of the findings confirm the value of e...

Language: English

An empirical study towards understanding user acceptance of bring your own device (BYOD) in higher education

Gary Cheng; Yuanyuan Guan; Juliana Chau

Australasian Journal of Educational Technology Vol. 32, No. 4 (Nov 07, 2016)

This paper discusses the findings of a research study investigating user acceptance of bring your own device (BYOD) practice to support teaching and learning in a Hong Kong university. Forty-four undergraduate students and two teachers participated...