Abstract:
The present study aims to investigate and develop reflective teaching and learning strategies in promoting General Education (GE) in the university context. It helped establish a database of useful literature on effective teaching and learning strategies in general, but for the teaching of GE courses in specific. In the first stage of development, team members participating in this project were responsible for designing and developing teaching materials for undergraduate students in several selected GE courses. In the second stage, students were invited to participate in pre-post interviews. Class observations were conducted. The pre-course interview was focused on students’ perceptions of reflection about teaching and learning strategies, and the post-interview was about students’ self-report of their learning outcomes, influential factors, and satisfaction with the reflective strategies used. On completion of the study, there were useful exemplars developed for sharing in the teaching of GE courses. Implications for future GE course development were made for teaching similar courses in the sector of higher education. The results of the study also contributed to exploring on how a reflective culture of teaching and learning can be adopted in tertiary institutes in Hong Kong.
Code:
T0112
Principal Project Supervisors:
Subjects:
Start Date:
20 Jan 2012
End Date:
31 Oct 2013
Status:
Completed
Result:
The project outcomes include:
Course development on both the design of pedagogies and assessment tasks for GE courses;
Case reports of effective reflective teaching and learning strategies in GE courses, such as learning journals, portfolios, narrative inquires, stories, online forum, self-reflection reports etc.;
Publication of the results of case studies in the form of conference papers and journal articles;
A new research proposal, which was based upon the findings of case studies aiming to explore effective teaching strategies in GE courses in the wider context of Hong Kong universities.
Impact:
The team explored the area of reflective teaching and learning in university general education and a literature review was prepared to be submitted to a journal. The project made a contribution to the knowledge of how to foster reflective learning in general education. Additionally, the project was conducted with research results disseminated in the international conferences and academic journals relating to teaching and learning in higher education.
The project also made an impact on undergraduate in HKIEd and faculty members who were engaged in teaching GE courses. For students those who enrolled in three courses, they experienced various opportunities to reflect on their personal life and their relationship with society from course-specific perspectives: Confucian relationship, narrative inquiry, and intercultural comparison. Preliminary findings from data analysis showed that students provided positive evaluation on the course learning in terms of facilitating their self-reflection.
Financial Year:
2011-12
Type:
TDG