Are in-service teachers ready for learning through CMC? Trinidad, S., Kwan, A., Lee, S., Henri, J., Lai, M., Siu, F., & Chieng, A. Division of Information & Technology Studies, Faculty of Education, University of Hong Kong, Hong Kong ippo@cite.hku.hk In 2003 a project Innovative Pedagogical Practice Online (IPPO) was undertaken to better understand and enhance the motivation and performance of parttime inservice teachers studying in a BEd programme, with the aid of computer-mediated communications (CMC). The research intended to trial the tailoring of teaching and learning environments through the inhouse courseroom Interactive Learner Network (ILN) to better meet parttime student’s needs allowing instructors to make more informed judgments with respect to workload, assessment modes, and delivery options. A preliminary analysis of the data (n=163) suggests that, while most students are able to locate information and resources electronically many students have reservations about the use and effectiveness of CMC. While students have technology skills and sufficent hardware at home to take advantage of flexible learning opportunities an attitude change is required before CMC can be further promoted to a wider audience in Hong Kong. Introduction Schools and universities are currently grappling with a shift in paradigms where learning is being reconceptualised to embrace the potential of Information and Communication Technology (ICT), or in particularly computer-mediated communications (CMC), as society makes the move from an industrial age to an information age. Students are expected to be more self-directed in their learning, think critically and solve problems in a rapidly changing world. With the advent of web-based learning students are encouraged to take an active role in their own learning. Learner-centered education works on the premise that, in an information age, the learner is involved in his/her own research and learning, the outcome being they manage their own developments. Universities, in order to keep abreast with the information age, must develop courses and use delivery modes that reflect learner-centred education and lifelong learning for an increasing population of students who are mature students studying part-time (Kember, Lee & Li, 2001). Developing and supporting strategies to help part- time learners become lifelong learners who can “grow and develop deciding upon what he or she feels is good to contribute to the common good” of educating others (Jarvis, p. 26, 2000) is especially critical if these university learners are teachers in Hong Kong schools. The demand for programmes necessary to revitalise and reform education in Hong Kong with particular emphasis on learning to learn and lifelong learning arose out of a series of education reports that highlighted the need for transformation in schooling (CDC, 2001; HKSAR, 2001). Significant funding has been provided to the school sector to enhance ICT and information services, including the provision of computer labs and libraries, and the employment of information technology (IT) coordinators and teacher librarians in Hong Kong. Given this changing face of education, that is curriculum reform, delivery, structure, composition and needs of students, the motivation and lifestyle considerations of an increasing part-time student population, there was need to fully understand these dimensions and further explore how innovative pedagogical practice might support lifelong learning through ICT, especially online technologies. Background of the Study At the University of Hong Kong, in a commitment to provide on-going education for teachers, the Faculty of Education, in partnership with School of Professional and Continuing Education (SPACE), commenced offering a 3-year part time B.Ed. with specialisations in IT in Education [ITE] and Library Information Science [LIS] in 2000/2001. The programme is delivered in a traditional face-to-face setting but is supplemented with an online course-room Interactive Learner Network (ILN). Using technology to support the pedagogical practice, ILN is a community-building environment designed to support virtual education communities of practice where teachers/students work as teams and engage in reflective, collegial patterns of work. It facilitates both cognitive