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Saturday 18 November 2017
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Dr Luke Fryer

Dr Luke Fryer

Head of Programmes
Associate Professor

CPD 1.80
(852) 3917 4774
fryer@hku.hk

Area of ExpertisePublications (peer-reviewed journal)Peer-reviewed Conference Papers (2010~)For Prospective Ph.D. Students

Teaching responsibilities

Luke teaches within and manages the university’s faculty and research postgraduate teaching-learning programmes. He provides consultation regarding grants, research projects and faculty teaching-learning initiatives.

Research interests

Learning strategies, motivation to learn, course evaluation, experimental and longitudinal research design, e-learning, mobile learning, blended learning and engagement

Current Research Area

Luke is currently conducting research across a number of related areas:

  • Interest development during formal education
  • Theories of teaching and learning during higher education
  • Engagement in higher, secondary and primary education
  • Student perspectives on blended learning approaches

Articles

  • Fryer, LK (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education, 2017, v. 73, p. 519-537. DOI:10.1007/s10734-016-0094-9
  • Fryer, LK (2017). Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models. Educational Psychology Review, 2017, v. 29 n. 2, p. 325-344. DOI:10.1007/s10648-017-9405-7
  • Fryer, LK, & Vermunt, JD (2017). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 2017. DOI:10.1111/bjep.12169
  • Fryer, LK, & Ainley, M, & Thompson, A, & Gibson, A, & Zelinda, S (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 2017, v. 75, p. 461-468. DOI:10.1016/j.chb.2017.05.045
  • Fryer, LK, & gijbels, D (2017). Student Learning in Higher Education: Where We Are and Paths Forward. Educational Psychology Review, 2017, v. 29 n. 2, p. 199-203. DOI:10.1007/s10648-017-9415-5
  • Fryer, LK, & Ainley, M, & Thompson, A (2016). Modelling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about?. Learning and Individual Differences, 2016, v. 50, p. 157-165. DOI:10.1016/j.lindif.2016.08.011
  • Fryer, LK, & Ginns, P, & Walker, RA (2016). Reciprocal modelling of Japanese university students’ regulation strategies and motivational deficits for studying. Learning and Individual Differences, 2016, v. 51, p. 220-228. DOI:10.1016/j.lindif.2016.08.032
  • Fryer, LK, & Bovee, HN (2016). Supporting students’ motivation for e-learning: Teachers matter on and offline. The Internet and Higher Education, 2016, v. 30, p. 21-29. DOI:10.1016/j.iheduc.2016.03.003
  • Fryer, LK, & Van den Broeck, A, & Ginns, P, & Nakao, K (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a Latent Profile Analysis. Psychologia Belgica, 2016, v. 56 n. 3, p. 226-243. DOI:10.5334/pb.265
  • Ginns, Paul, & Loughland, Anthony, & Tierney, Robert J., & Fryer, Luke, & Amazan, Rose, & McCormick, Alexandra (2015). Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context. Higher Education Research and Development, 2015, v. 34, n. 2, p. 311-323. DOI:10.1080/07294360.2014.956701
  • Fryer, LK (2015). Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning. Learning and Individual Differences, 2015, v. 38, p. 107-114. DOI:10.1016/j.lindif.2015.01.007
  • Fryer, LK, & Ginns, P, & Walker, R (2014). Between students’ instrumental goals and how they learn: goal content is the gap to mind. British Journal of Educational Psychology, 2014, v. 84 n. Pt 4, p. 612-630. DOI:10.1111/bjep.12052
  • Fryer, LK, & Bovee, HN, & Nakao, K (2014). E-learning: Reasons students in language learning courses don’t want to. Computers & Education, 2014, v. 74, p. 26-36. DOI:10.1016/j.compedu.2014.01.008
  • Fryer, LK, & Ozono, S, & Carter, P, & Nakao, K, & Anderson, CJ (2014). Instrumental reasons for studying in compulsory English courses: I didn’t come to university to study English, so why should I?. Innovation in Language Learning and Teaching, 2014, v. 8 n. 3, p. 239-256. DOI:10.1080/17501229.2013.835314
  • Fryer, LK, & Ginns, P, & Walker, RA, & Nakao, K (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 2012, v. 82 n. Pt 4, p. 549-563. DOI:10.1111/j.2044-8279.2011.02045.x
  • Fryer, LK, & Carpenter, R (2006). Bots as language learning tools. Language Learning & Technology, 2006, v. 10 n. 3, p. 8-14.

Conference Papers

  • Oga-Baldwin, WLQ, & Fryer, LK (2017). Exploring Motivational Profiles in Public Elementary School English Classes. The Japan Association for Language Teaching National Conference (JALT2016), Nagoya, Japan, 25-28 November 2016. In Clements, P, Krause, A and Brown, H (Eds.). Transformation in Language Education, p. 153-159. Tokyo: JALT.
  • Shum, SA, & Fryer, LK (2017). Transitions in Research Postgraduate Students’ Teaching and Learning Profiles In a Training Course. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017.
  • Zeng, M, & Fryer, LK, & Zhao, Y, & Luo, Y, & Armatas, CA, & Ng, WY, & Tang, GYN (2017). Understanding student engagement in the universities across the Greater China. the 17th Biennial EARLI Conference.
  • Thompson, A., Fryer, L. K., Nakao, K., Howarth, T., & Gibson, A. (2017). A classroom experimental writing intervention to support utility-value for studying a foreign language. A paper to be presented at the Annual JALT International Conference. November 17-20th. Tsukuba, Japan.
  • Bovee, H. N. & Fryer, L. K. (2017). Student perceptions of compulsory e-learning. A paper to be presented at the Annual JALT International Conference. November 17-20th. Tsukuba, Japan.
  • Fryer, L. K. & Oga-Baldwin, W. (2017). Motivation to learn in elementary school and junior high school. A paper to be presented at the Annual JALT International Conference. November 17-20th. Tsukuba, Japan.
  • Oga-baldwin, W. & Fryer, L. K. (2017). A workshop on the principles of supporting engagement in compulsory courses. A workshop to be presented at the Annual JALT International Conference. November 17-20th. Tsukuba, Japan.
  • Fryer, L. K. & Oga-baldwin, W. (2017). Adjusting to the extrinsic reality of junior high school: Longitudinal person-centred changes in value for math, native and foreign language subjects. A paper to be presented at the Biennial SELF conference. September, 27-30. Melbourne, Australia.
  • Fryer, L. K. & Oga-baldwin, W. (2017). Learning a new language is even better than you thought: A test and replication of self-efficacy transfer between native and foreign languages studies. A poster to be presented at the Biennial SELF conference. September, 27-30. Melbourne, Australia.
  • Oga-baldwin, W. & Fryer, L. K. (2017). Intrinsic and extrinsic motivations to learn English during Japanese elementary school: Latent subgroup and gender differences A paper to be presented at the Biennial SELF conference. September, 27-30. Melbourne, Australia.
  • Oga-baldwin, W. & Fryer, L. K. (2017). The self in the walled garden: A theoretical review of motivation and engagement in the Japanese educational context. A poster to be presented at the Biennial SELF conference. September, 27-30. Melbourne, Australia.
  • Fryer, L. K. & Ainley, M. (2017). Interest within and as an outcome of competency development: Essential fuel and optimal destination. A symposium paper to be presented at the Biennial European Association of Research into Learning and Instruction, August 29- Sept 2. Tampere Finland. Symposium presenter and organiser.
  • Fryer, L. K., Ainley, M. Thompson, A., & Gibson, A. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of AI and Human task partners A symposium paper to be presented at the Biennial European Association of Research into Learning and Instruction, August 29- Sept 2. Tampere Finland. Symposium presenter and organiser.
  • Vermunt, J., Donche, V., Rienaldo, R., Ajiksmo, C., Summer W., Law, D & Fryer, L. K. (2017). A cross cultural comparison of processing and regulation profiles. A symposium paper to be presented at the Biennial European Association of Research into Learning and Instruction, August 29 – Sept 2. Tampere Finland. Symposium organiser.
  • Bovee, H. N. & Fryer, L. K. (2017). Motivational commercials for framing learning: A large-scale goal-framing intervention. A poster to be presented in the 17th Biennial EARLI Conference, Tampere, Finland.
  • Bovee, H. N. & Fryer, L. K. (2017). Left to their own devices: Using tablets to enhance student engagement in a flipped EFL classroom. A poster to be presented in the 17th Biennial EARLI Conference, Tampere, Finland.
  • Oga-Baldwin, W. & Fryer, L. K. (2017).1. Exploring Engagement Growth in Japanese Elementary Schools. A poster to be presented in the 17th Biennial EARLI Conference, Tampere, Finland.
  • Oga-Baldwin, W. & Fryer, L. K. (2017). Quality of motivation in Japanese secondary school: The first in a three-year cohort study. Poster to be presented in the 17th Biennial EARLI Conference, Tampere, Finland.
  • Shum, A. & Fryer, L. K. (2017). Transitions in research postgraduate students’ teaching and learning profiles in a training course. A paper to be presented at the Biennial European Association of Research into Learning and Instruction, August 29- Sept 2. Tampere Finland.
  • Zeng, L. M., Fryer, L. K., Zhao, M. Y., Luo, Y., Armatas, C. A., Ng, W. Y., Tang, G. Y. N. (2017, August). Diversity of student engagement in the universities across the Greater China. Poster session to be presented at the Biennial European Association of Research into Learning and Instruction, August 29- Sept 2. Tampere Finland.
  • Thompson, A., Fryer, L. K., Nakao, K., Gibson, A., & Sherlock, Z. (2017). Investigating student interest in blending learning: Chatbot or human learning partner preferences? A paper to be presented at the Biennial European Association of Research into Learning and Instruction, August 29- Sept 2. Tampere Finland.
  • Fryer, L. K. (2016). Organising our understanding of higher education learning research: Clearing space for a theoretically integrative way forward. A symposium paper presented the Higher Education Conference, July 13-15, 2016, Amsterdam, Holland. Symposium organiser.
  • Fryer, L. K. (2016). The development of Study (regulation) and Learning (processing) skills during the transition to University: A longitudinal person-centered approach. A symposium paper presented the Higher Education Conference, July 13-15, 2016, Amsterdam, Holland. Symposium organiser.
  • Fryer, L. K. (2016). The Latent Antecedents of Interest: The longitudinal role of self-efficacy, self-concept, utility-value and instrumental goals. A paper presented the Higher Education Conference, July 13-15, 2016, Amsterdam, Holland.
  • Oga-Baldwin, W. & Fryer, L. K. (2016). Motivational profiles, motivational changes: How quality of motivation develops across two years of elementary school. Paper to be presented at the 6th International Conference on Self-Determination Theory, Victoria, Canada, June 2–5, 2016.
  • Oga-Baldwin, W. & Fryer, L. K. (2016). How quality of motivation develops across two years of elementary school: A person-centered approach. Paper to be presented at the International Conference on Motivation 2016, Thessaloniki, Greece, August 24–27, 2016.
  • Fryer, L. K. (2015). Modelling interest in the classroom: Two studies examining a Domain, Course and Task model of interest development. A paper presented at the 8th Educational Psychology Forum, November, 23-24, 2015, Christchurch, New Zealand.
  • Fryer, L. K. & Bovee, H. N. (2015). Person and Variable perspectives on motivation to learn online: Cross-lagged and Latent Transition Profile analytical approaches to longitudinal questions. A poster presented at the 8th Educational Psychology Forum, November, 23-24, 2015, Christchurch, New Zealand.
  • Fryer, L. K. & Nakao, K. (2015). Learning to learn at university: a longitudinal latent profile analysis of first-year Japanese university students. A paper presented at the World Education Research Association Focal Meeting, September 8-11, Budapest, Hungary.
  • Fryer, L. K., Nakao, K., Ginns, P. & Walker, R. A. (2015) Modeling the regulation of students’ study behaviors and motivational deficits: a longitudinal test of order and effect. A paper presented at the World Education Research Association Focal Meeting, September 8-11, Budapest, Hungary.
  • Fryer, L. K. & Ginns, P. (2015). “To skip” or “skip to” class: The mediating role of class attendance. A paper presented at the Biennial European Association of Research into Learning and Instruction, August 25-29. Cyprus, Greece
  • Fryer, L. K. (2015). Multiple groups, multiple reasons for studying and multiple outcomes: The changing landscape of students’ reasons to learn and achieve. A symposium paper presented at the Biennial European Association of Research into Learning and Instruction, August 25-29. Cyprus, Greece. Symposium presenter.
  • Fryer, L. K., Ainley, M. & Thompson, A. (2015). Interest at the domain, course and task level: An applied model of interest. A paper presented at the Biennial SELF conference. August 20-24. Kiel, Germany.
  • Fryer, L. K., Bovee, N. & Nakao, K. (2015). Modelling the predictors of students’ motivational deficits for learning online. A poster presented at the Biennial SELF conference. August 20-24. Kiel, Germany.
  • Fryer, L. K., Ginns, P. & Walker, R. W. (2014). Connecting students’ approaches to learning and their perceptions of teaching: the right tool for the job. A paper presented at the Assessing Transitions in Learning Conference (Biennial EARLI Higher Education SIG), August 20-22, Leuven, Belgium. Symposium co-organizer and presenter.
  • Fryer, L. K., Ginns, P. & Walker, R. W. (2014). The why (not) and how of first-year university students’ studies: The “how” is essential to understanding and intervening in the “why (not)”. A paper presented at the Assessing Transitions in Learning Conference (Biennial EARLI Higher Education SIG), August 20-22, Leuven, Belgium. Symposium organizer and presenter.
  • Fryer, L. K. (2014). 20th century models of student learning at a 21st century crossroad. A symposium organized at the Assessing Transitions in Learning Conference (Biennial EARLI Higher Education SIG), August 20-22, Leuven, Belgium. Symposium co-organizer and chair.
  • Fryer, L. K. (2014). Future-orientated motivation and academic self-concept: For interest’s sake, above all else, be the author of your own goals. A paper presented at the International Conference on Motivation, June 10-12, Helsinki, Finland. Symposium presenter.
  • Fryer, L. K., Walker, R. W., & Ginns, P. (2014). What students want and how they get it: Students’ goals and future strategies. A paper presented at the International Conference on Motivation, June 10-12, Helsinki, Finland. Symposium organizer and presenter.
  • Fryer, L. K. (2013). A theoretical framework for organizing secondary and tertiary educational research: Connecting our understanding across paradigms and borders. A paper presented at the International Conference on Higher Education Student Learning and Development in a Globalizing Time, October 27-28, Tsinghua University, Beijing, China.
  • Fryer, L. K. (2013). Exploring new perspectives on models of student learning and motivation. Symposium paper presented at the Biennial European Association of Research into Learning and Instruction, August 27-31. Munich, Germany. Symposium discussant.
  • Fryer, L. K., Walker, R. W., & Ginns, P. (2013). Predictive validity of amotivation models: Relations with study strategies across eight months. Symposium paper presented at the Biennial European Association of Research into Learning and Instruction, August 27-31. Munich, Germany. Symposium presenter.
  • Fryer, L. K., Nakao, K., & Anderson, C. J. (2012). Autonomy support and control in the language learning classroom. Poster presented at the Annual Japanese Educational Psychology Conference, Nov 23-25. Okinawa, Japan.
  • Fryer, L. K., Walker, R. W., Ginns, P., & Nakao, K. (2012). Future-orientated goals in higher education. A paper presented at the 1st International Conference on Time Perspective, Sept. 5-8, Coimbra, Portugal. Symposium presenter.
  • Fryer, L. K., & Anderson, C. J. (2012). Autonomy support and structure. A paper presented at the International Conference on Motivation, Aug. 28-30, Frankfurt, Germany. Symposium organizer and presenter.
  • Fryer, L. K., Bovee, H. N., & Nakao, K. (2012). Why don’t students study? A paper presented at the International Conference on Motivation, Aug. 28-30, Frankfurt, Germany. Symposium organizer and presenter.
  • Fryer, L. K., Walker, R. W., & Ginns, P. (2012). The role of instrumental motivation and perceptions of teaching quality in task level motivation. A paper presented at the International Conference on Motivation, Aug. 28-30, Frankfurt, Germany. Symposium organizer and presenter.
  • Fryer, L. K., & Ginns, P. (2011). Measurement and conceptual clarity of achievement goals in Japan: Contributing to an international discussion. A paper presented at the World Educational Research Association Conference, Dec 16-18. Kaohsiung, Taiwan.
  • Fryer, L. K., Walker, R., Ginns P., & Debus, R. (2011). The effect of reasons to study and not study on approaches to learning and achievement. Symposium paper presented at the Biennial European Association of Research into Learning and Instruction, August 30-September 3. Exeter, Great Britain. Symposium organizer and presenter.
  • Fryer, L. K., Walker, R., Ginns P., & Debus, R. (2011). Why I do and don’t study: The longitudinal effect of amotivation and instrumental goals on regulatory strategies. Poster presented at the Annual American Association of Educational Research, April 7-12. New Orleans, United States of America.
  • Fryer, L. K., Walker, R., Ginns P., & Debus, R. (2010). Students’ self-reported patterns of learning approaches: Assessing other associated motivations. Paper presented at the Future Visions for Learning and Teaching Conference, June 13-15. Helsinki, Finland.
  • Fryer, L. K., Walker, R., Ginns. P., & Debus, R. (2010). Self-regulation: Goals are important but what about all those reasons not to study? Paper presented at the International Conference Motivation and Emotion, September 2-4. Porto, Portugal.

Interested in changing the world?
If you are a teacher with academic inclinations or a psychology graduate with applied interests – and a penchant for research – get in touch?

I am looking for a few good Ph.D. students interested in “interest”! My programme focuses on the development and application of “interest” in a broad range of contexts: from middle, secondary and tertiary education to the workplace.

If this sparks your curiosity, get in touch, send along your CV and let’s have a conversation. There are a number of pathways to a fully subsidised Ph.D. at the University of Hong Kong for foreign and Hong Kong students.

The first and most prestigious is the Hong Kong PhD. Fellowship Scheme. There are 240 awarded a year. They are competitive, but if you have a strong academic record and experiences that you think set you apart, then it is well worth a shot. The second avenue is a HKU Postgraduate Scholarship. The great thing is, if you apply for the Hong Kong Ph.D. Fellowship Scheme, you are automatically considered for the second one as well.

Check out the webpages, consider this path to a Ph.D. at The University of Hong Kong and a first step toward a research career in the area of human interest.