Abstract:
The project aims to develop an OBTL curriculum in one of the modules in Department of Early Childhood Education (ECE) to demonstrate exemplary cases of effective teaching and learning in the undergraduate programmes. The project included continuous assessment, group presentation with peer evaluation and self-evaluation, and individual assignment to assess students’ learning outcomes. For the continuous assessment, a self-learning system was set up in the e-learning for students to monitor their learning progress during the semester, including four on-line exercises and one SPSS exercise on research methodology. The presentation was evaluated in three different angles, i.e. self-evaluation, peer evaluation, and lecturer evaluation. This enhanced students’ involvement in class. The comments of peer evaluation for each group were uploaded onto the e-learning’s discussion forum. Students were asked to write up a research proposal for their individual assignment. They were asked to complete the module with three domains, such as knowledge, skills, and attitude domains.
Code:
3330
Principal Project Supervisors:
Subjects:
Start Date:
01 Sep 2009
End Date:
31 Dec 2010
Status:
Completed
Result:
The result indicated that the more learning outcomes students achieved, the higher the score they got. This implied that the clear and well-stated learning outcomes helped students learn better. For the learning effectiveness, the academic self-efficacy had been significantly improved in the end of two courses. They showed higher order cognitive ability to reflect on past experiences, make personal choices based on management of time, goal, and priority setting. At last, students rated “I am aware of the assignments that are due in the next week” and “I believe it is possible for me to make good grades” as the most and the least important item respectively, in the academic self-efficacy.
Most of the objectives were achieved, like workshop presentation to ECE colleagues, paper accepted to present in a refereed conference, paper lead to publication, and a very good sharing of OBL format and blended learning with other ECE colleagues, especially to provide exemplary cases of OBL with blended learning to other ECE colleagues.
Impact:
Teaching and learning could be improved by different modes of assessments, like online exercises, online quizzes, and online self-evaluation checklist. Students well-received the feedback from teachers through e-learning. The on-going assessments promoted students’ self-regulated learning behavior. They were used to evaluate themselves what they had learned in class. Teachers were also well informed of their students’ learning process. For instance, teachers received feedback from the online learning outcomes checklist to see what learning outcomes hadn’t been achieved so far. Teachers would then provide further explanation of those learning outcomes in class once again.
Deliverables:
Leung, C. H. (2011, June). Developing the OBTL curriculum with blended learning to enhance student’s learning effectiveness. Paper presented at Annual Lilly Conference on College and University Teaching. USA.
A workshop presentation on “Developing the OBL curriculum with blended learning in the module of RC (Research in Childhood) 2009-10” at the Departmental seminar on 17 May 2010.https://repository.eduhk.hk/en/publications/2605a21a-d486-4866-966d-f7cd...
Financial Year:
2008-09
Type:
TDG