Abstract:
This project aims to explore and examine innovative blended learning pedagogies that effectively integrate case-based learning to enhance student engagement and learning and build a professional capacity of blended learning in higher education settings. It introduces the integration of case-based learning into a blended learning environment (case-based blended learning, CBBL) as a form of pedagogical innovation. The project facilitates participating faculty members to adopt blended learning with consideration of particular pedagogies that give primacy to student engagement and learning. Research on blended learning focuses mostly on student learning, having limited understanding of pedagogical practices for professional development. The project contributes to this aspect of scholarship by bringing together faculty members to try out CBBL pedagogies. The collegial process of investigation enables the cultivation of a community of practice that is more open to the pedagogical possibilities brought forth by blended learning to strengthen the professional component of pre-service teacher education.
Code:
T0180
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Jun 2017
End Date:
15 Nov 2018
Status:
Completed
Result:
A total of 13 faculty members participated in the project, 5 in Semester I (pilot) and 11 in Semester 2, all experimenting CBBL pedagogical strategies in their selected courses.
Pattems and good practices were identified from documented materials and collected data.
A community of practice to experiment CBBL pedagogies was successfully enculturated through online platforms and face-to-face discussions that aimed to create an open cnlture of professional sharing and dialogue on practices, struggles and insights.
Highly positive feedback was received from participating members through individual interviews and end-of-project evaluation, indicating that the project had advanced their knowledge and skills of CBBL pedagogies.
A total of 19 groups with 768 students in different courses and programmes benefited from the experimentation of CBBL pedagogies.
More than 90% of students indicated their positive gains through questionnaires and focus groups, acknowledging that CBBL had enhanced their conceptual understanding, participation preparation.
An online training package of exemplars and resources for public access was produced.
Impact:
The experimentation of CBBL pedagogies has reached out 13 staff members from 3 departments within the Faculty of Education and Human Development, responsible for teaching 7 courses (ES Core and others) across 7 programmes at both undergraduate and postgraduate levels.
The shift of focus from technology to pedagogy in CBBL has encouraged faculty members to engage in the process of connecting their pedagogical goals and strategies through careful lesson design that effectively integrates case materials, online tasks, face-to-face activities and technology.
The deep reflections generated through the community of practice have enabled faculty members to rethink the meanings of teaching and learning in their professional practice.
The online training package is a collection and transfonnation of individual and collective experiences from the experimentation of CBBL. It includes the rationale, challenges, conceptual framework and design of CBBL, highlighting the importance of good case materials on the one hand and showcasing five exemplars of innovative practices on the other hand. A list of references is also provided for further interest. The impact of the project will be extended through this online training package that is made accessible by faculty members at the university to explore their own path of pedagogical innovation in blended learning.
Deliverables:
Seminars/Presentations/Sharing Sessions
Yuen, W. K. G. & Lee, T. H. (2017, December 13). Introduction of CBBL conceptual framework. Workshop conducted at The Education University of Hong Kong. (No. of participants: 9 project participating members)
Yuen, W. K. G. & Lee, T. H. T. (2018, June 28). CBBL project findings with a focus on professional learning and development. Workshop conducted at The Education University of Hong Kong. (No. of participants: 9 project participating members)
Yuen, W. K. G. & Lee, T. H. T. (2018, October 25). Case-based Blended Learning Pedagogies for Pre-service Teachers: Building a Community of Practice in Higher Education Settings. Seminar conducted at The Education University of Hong Kong on 25 October 2018. (No. of participants: 5 staff and 13 students)
Yuen, W. K. G. & Lee, T. H. T. (2018, December 13). Blended Learning for University Enhancement (BLUE) Reflections and Moving Forward. Poster sharing at The Education University of Hong Kong.
Teaching and Learning Resources/ Materials (including online resources)
A Training Package of Case-based Blended Learning pedagogies with an online library of exemplars and resources: https://sites.google.com/site/eduhkcbbl
Financial Year:
2016-17
Type:
TDG