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Conference Paper: Constructivist blended learning approach in higher education

TitleConstructivist blended learning approach in higher education
Authors
Issue Date2018
PublisherCentre for the Enhancement of Teaching and Learning (CETL), University of Hong Kong.
Citation
CETL Conference 2018: Co-Constructing Excellence: Recognising, Scaffolding and Building Excellence in University Learning and Teaching, Hong Kong, 18-19 December 2018 How to Cite?
AbstractUse of online platform (e.g. Facebook, YouTube, Kahoot, Google Docs, Moodle, Mentimeter) together with traditional classroom activities have been more widely adopted in universities for teaching and student learning. Meanwhile, teaching approach has become more student-centered, meaning that the instructors feature less prominently in the course of teaching, but remain the planner, learning designer and facilitator. The effectiveness of such blended learning experience is arguable. We therefore conducted a pilot study on examining the impacts of the use of social media (YouTube and Facebook) for students to work on their assignments. Students, who were from the University of Hong Kong and the Education University of Hong Kong, were asked to reflect their blended learning experience through completing a self-administered questionnaire. It was found that with teacher’s facilitation and the use of such social media platforms, students could interact more and build up a stronger community to share their knowledge. On the other hand, privacy was a concern raised by the students (one-way ANOVA, p < 0.0001) which may hinder their knowledge exchange through the online platform. To explore the education value of blended learning, further studies on scrutinizing the effectiveness of the use of other online platforms should be conducted.
DescriptionOral Presentation - Session 4 - Join-the-Conversation: Engaging students through innovative teaching practices in the classroom - ID JTC2-B
Persistent Identifierhttp://hdl.handle.net/10722/266490

 

DC FieldValueLanguage
dc.contributor.authorChan, JKY-
dc.contributor.authorCheng, INY-
dc.contributor.authorKong, SY-
dc.contributor.authorLeung, KMY-
dc.date.accessioned2019-01-18T08:20:39Z-
dc.date.available2019-01-18T08:20:39Z-
dc.date.issued2018-
dc.identifier.citationCETL Conference 2018: Co-Constructing Excellence: Recognising, Scaffolding and Building Excellence in University Learning and Teaching, Hong Kong, 18-19 December 2018-
dc.identifier.urihttp://hdl.handle.net/10722/266490-
dc.descriptionOral Presentation - Session 4 - Join-the-Conversation: Engaging students through innovative teaching practices in the classroom - ID JTC2-B-
dc.description.abstractUse of online platform (e.g. Facebook, YouTube, Kahoot, Google Docs, Moodle, Mentimeter) together with traditional classroom activities have been more widely adopted in universities for teaching and student learning. Meanwhile, teaching approach has become more student-centered, meaning that the instructors feature less prominently in the course of teaching, but remain the planner, learning designer and facilitator. The effectiveness of such blended learning experience is arguable. We therefore conducted a pilot study on examining the impacts of the use of social media (YouTube and Facebook) for students to work on their assignments. Students, who were from the University of Hong Kong and the Education University of Hong Kong, were asked to reflect their blended learning experience through completing a self-administered questionnaire. It was found that with teacher’s facilitation and the use of such social media platforms, students could interact more and build up a stronger community to share their knowledge. On the other hand, privacy was a concern raised by the students (one-way ANOVA, p < 0.0001) which may hinder their knowledge exchange through the online platform. To explore the education value of blended learning, further studies on scrutinizing the effectiveness of the use of other online platforms should be conducted.-
dc.languageeng-
dc.publisherCentre for the Enhancement of Teaching and Learning (CETL), University of Hong Kong. -
dc.relation.ispartofCo-Constructing Excellence: Recognising, Scaffolding and Building Excellence in University Learning and Teaching-
dc.titleConstructivist blended learning approach in higher education-
dc.typeConference_Paper-
dc.identifier.emailChan, JKY: chanjky@hku.hk-
dc.identifier.emailLeung, KMY: kmyleung@hku.hk-
dc.identifier.authorityLeung, KMY=rp00733-
dc.identifier.hkuros296693-
dc.publisher.placeHong Kong-

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