People

Scholarly Books, Monographs and Chapters

• Chun, M. K., & Lo, C. K. (2022). An adventure in flipping a secondary school mathematics classroom during the COVID-19 pandemic. In A. W. B. Tso, A. C. K. Chan, W. W. L. Chan, P. E. Sidorko (Eds.), Digital Communication and Learning: Changes and Challenges (pp. 223–237). Singapore: Springer.
• Che, Z., Hew, K. F., & Lo, C. K. (2020). Pre-class learning strategies of a flipped lesson: A randomized comparative study of student achievement and cognitive load. In W. W. K. Ma, K. W. Tong, & W. B. A. Tso (Eds.), Learning Environment and Design: Current and Future Impacts (141-157). Singapore: Springer
• Lo, C. K. (2020). Systematic reviews on flipped learning in various education contexts. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds), Systematic reviews in educational research: Methodology, perspectives and application (129-143). Wiesbaden: Springer
• Lo, C. K., & Chen, G. (2020). Improving productive classroom talk through visual learning analytics technology: A case study of an award-winning mathematics teacher. In L. K. Lee, L. H. U, F. L. Wang, S. K. S. Cheung, & K. C. Li (Eds.), Technology in education: Innovations for Online Teaching and Learning (213-224). Singapore: Springer
• Hew, K. F., Zhu, Y., & Lo, C. K. (2018). Designing and evaluating postgraduate courses based on a 5E-flipped classroom model: A two-case mixed-method study. In S. K. S. Cheung, J. Lam, K. C. Li, O. Au, W. W. K. Ma, & W. S. Ho (Eds.), Technology in education: Innovative solutions and practices (109-120). Singapore: Springer
• Lo, C. K. (2017). Student learning and engagement in mathematics flipped classrooms: An action research study in a secondary school. In P. M. Yeung (Ed.), Educational research reports: Educational research award scheme 15/16 (135-165). Hong Kong: Hong Kong Teachers’ Centre.

Journal Publications

• Lo, C. K. (2023). Strategies for enhancing online flipped learning: A systematic review of empirical studies during the COVID-19 pandemic. Interactive Learning Environments Doi:10.1080/10494820.2023.2184392.
• Ng, L. K., & Lo, C. K. (2023). Enhancing online instructional approaches for sustainable business education in the current and post-pandemic era: An action research study of student engagement. Education Sciences, 13(1), 42. DOI:10.3390/educsci13010042.
• Lo, C. K., & Hew, K. F. (2022). Design principles for fully online flipped learning in health professions education: A systematic review of research during the COVID-19 pandemic. BMC Medical Education, 22, 720. DOI:10.1186/s12909-022-03782-0.
• Lo, C. K., Tlili, A., & Huang, X. (2022). The use of open educational resources during the COVID-19 pandemic: A qualitative study of primary school mathematics teachers in Hong Kong. Education Sciences, 12(11), 774. DOI:10.3390/educsci12110744.
• Ng, L. K., & Lo, C. K. (2022). Online flipped and gamification classroom: Risks and opportunities for the academic achievement of adult sustainable learning during COVID-19 pandemic. Sustainability, 14(19), 12396. DOI: 10.3390/su141912396.
• Lo, C. K., Huang, X., & Cheung, K. L. (2022). Toward a design framework for mathematical modeling activities: An analysis of official exemplars in Hong Kong mathematics education. Sustainability, 14(15), 9757. DOI:10.3390/su14159757.
• Lo, C. K., & Liu, K. Y. (2022). How to sustain quality education in a fully online environment: A qualitative study of students’ perceptions and suggestions. Sustainability, 14, 5112. doi:10.3390/su14095112
• Ng, L. K., & Lo, C. K. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14, 5428. doi:10.3390/su14095428
• Lo, C. K. (2022). How can flipped learning continue in a fully online environment? Lessons learned during the COVID-19 pandemic. PRIMUS. Advance online publication. doi:10.1080/10511970.2022.2048929
• Lo, C. K. (2021). Design principles for effective teacher professional development in integrated STEM education: A systematic review. Educational Technology & Society, 24(4), 136–152.
• Lo, C. K., Cheung, K. L., Chen, H. R., & Chau, C. L. E. (2021). Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic. Interactive Learning Environments. Advance online publication. doi:10.1080/10494820.2021.1981397
• Lo, C. K., & Chen, G. (2021). Improving experienced mathematics teachers’ classroom talk: A visual learning analytics approach to professional development. Sustainability, 13, 8610. doi:10.3390/su13158610
• Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33(100393), 1-18
• Lo, C. K., & Hew, K. F. (2021). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 37(1), 142-157
• Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12(672610), 1-17
• Chen, G., Lo, C. K., & Hu, L. (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156(103938), 1-14
• Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481
• Saxena, A., Lo, C. K., Hew, K. F., & Wong, G. K. W. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. The Asia-Pacific Education Researcher, 29(1), 55-66.
• Lo, C. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108(4), 523-546.
• Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150-165.
• Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
• Lo, C. K., & Hew, K. F. (2017). Using "First Principles of Instruction" to design secondary school mathematics flipped classroom: The findings of two exploratory studies. Educational Technology & Society, 20(1), 222-236.

Conference Papers

• Ng, L. K., & Lo, C. K. (2021). Research proposal: The influence of gamification in the flipped classroom on learner achievement and engagement for adult business education in China. In M. Chang, S. C. Kong, Q. Wang, R. Huang, Y. Li, & T. C. Hsu (Eds.), Doctoral Student Forum Proceedings of the 25th Global Chinese Conference on Computers in Education (pp. 13–18). Hong Kong: The Education University of Hong Kong.
• Chen, G., Lo, C. K., & Hu, L. (2020, 6). Message responsiveness during online discussions. In M. Gresalfi & I. S. Horn, (Eds), Proceedings of the 14th International Conference of the Learning Sciences, USA
• Lo, C. K., & Chen, G. (2019, October). The use of classroom visual learning analytics in professional development: Preliminary findings of mathematics teachers' instructional changes. In Proceeding of 2019 the 3rd International Conference on Digital Technology in Education (185-189). ACM, Tsuru, Japan.
• Chan, Y. C., Lo, C. K., & Hew, K. F. (2018, August). An exploratory study of using the Next Generation Science Standards (NGSS) to flip Hong Kong secondary school science education. In Proceeding of 2018 the 2nd International Conference on E-Society, E-Education and E-Technology (10-15). ACM, Taipei, Taiwan.
• Lo, C. K., & Hew, K. F. (2016, June). A comparison of video production styles in mathematics flipped classroom: Examining students' preferences. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (1282-1285), Singapore.

Excellent Presentation Award

Excellent Presentation Award at the 2018 2nd International Conference on E-Society, E-Education and E-Technology (ICSET 2018)
Date of receipt: 8/2018 Conferred by: International Economics Development and Research Center and Ming Chuan University

Research Postgraduate Student Publication Award 2017

Research Postgraduate Student Publication Award
Date of receipt: 5/2018 Conferred by: Faculty of Education, The University of Hong Kong

2nd Professor SIU Man Keung Mathematics Teacher Excellent Paper Award

2nd Professor SIU Man Keung Mathematics Teacher Excellent Paper Award
Date of receipt: 1/2018 Conferred by: Hong Kong Association for Mathematics Education

Excellent Paper Award

Excellent Paper Award at the International Conference on Technology in Education 2018 (ICTE 2018)
Date of receipt: 1/2018 Conferred by: Caritas Institute of Higher Education

Educational Research Award

Educational Research Award at Educational Research Award Scheme 15/16
Date of receipt: 10/2017 Conferred by: Hong Kong Teachers' Centre, Education Bureau

Outstanding Paper Award

Outstanding Paper Award at the 2017 International Conference on Education, Psychology, and Organizational Behavior (ICEPO 2017)
Date of receipt: 8/2017 Conferred by: International Business Academics Consortium

Best Oral Presentation Award

Best Oral Presentation Award at the 2016 6th International Conference on History and Society Development (ICHSD 2016)
Date of receipt: 12/2016 Conferred by: International Economics Development and Research Center

Best Oral Presentation Award

Best Oral Presentation Award at the 2016 3rd International Conference on Teaching and Education Science (ICTES 2016)
Date of receipt: 6/2016 Conferred by: International Economics Development and Research Center