Field-learning is seen as a useful learning approach, enabling students to grasp concepts learned from classrooms, improve their individual social skills and practise a range of research skills (Wong, 1994; Yang, 1987). Whilst these cognitive, psychomotor and affective objectives are listed, current field-learning does not include the measurement of students’ self-reflection and self-motivation, or theirContinue reading “Cultivating Students’ Self-reflection and Self-motivation Through a Blended Learning Approach in Field-learning”