Abstract:
In this project, five courses from different subject areas of the Social Science Department were selected for providing online reflective activities to strengthen teaching and learning outcomes. The main aim is to develop these courses in ways that would realize and use the communication tools of Blackboard as the delivery platform for engaging students into reflective dialogue on the effectiveness of course delivery. The project consisted of four key stages:
(1) Team members prepared and designed reflective dialogue activities on teaching and learning in the Blackboard system;
(2) Team members engaged students into online reflective dialogues with a clear instructional guidance at implementation;
(3) Team members analyzed students’ reflective dialogues and made changes on improving course delivery if deemed appropriate; and
(4) Team members prepared materials for seminar(s) and wrote journal article(s).
Through the online learning support, students would be engaged into more in-depth and interactive reflective dialogue that would improve quality learning and teaching. Team members could build up a learning community to support professional development for each other. More importantly, this project enabled the transformation of online reflection by using a collaborative approach that allows teachers and students to change their practices
Code:
T0087
Principal Project Supervisors:
Subjects:
Start Date:
01 Jun 2011
End Date:
31 Aug 2012
Status:
Completed
Result:
This project successfully developed five courses in the ways that would realize and use the communication tools of Blackboard as the delivery platform for engaging students into reflective dialogue on the effectiveness of course delivery. Team members also shared the project with other colleagues in the departmental learning and teaching meeting.
Some observations on using online learning platform in teaching and learning are provided below:
The online learning platform helped teaching and learning to a certain extent and gave a recognition to the possibility of a transformational collective culture for reflective dialogue.
The illustrative courses showed that we need to transform online learning progressively with a very careful consideration of the authentic context, collaboration, facilitation, and technological support to sustain the active reflective dialogue.
More in-depth study on the impacts of online reflective dialogue in quality enhancement and technological advancement n reflective dialogue could be considered in the future.
Impact:
To certain extent, through an active participation in online reflective practice, the Social Science students had increased in their level of participative reflection particularly in an e-learning environment which had a positive impact on their learning experiences.
Besides, research team members had gained a better understanding of conducting reflective dialogue through technological and collegial support.
Deliverables:
Books / Book Chapters / Journal Articles / Conference Papers
Yu, W. M. C. (2012, Dec). Promoting Reflective Dialogue via Elearn Platform and Collegial. Paper presented at the Departmental Meeting of Social Sciences Department, The Hong Kong Institute of Education. https://repository.eduhk.hk/en/publications/dffbc4ae-90bc-4c6d-857c-943e...
Yu, W. M. C. (2012, Nov). Engaging Students into Online Reflective Dialogue. Paper presented at the Learning and Teaching Forum 2012-13, Faculty of Liberal Arts and Social Sciences, The Hong Kong Institute of Education. https://repository.eduhk.hk/en/publications/1de6fe7d-c851-4022-9002-de90...
Financial Year:
2010-11
Type:
TDG