Interaction-Designed Activities Inspire Students’ Active Communication and Involvement Through Blended Learning – Learning and Teaching Initiatives funded by the UGC

Abstract:

Technology has made communication between students and students, students and instructor much more accessible and easier. Taking advantage of the technology can facilitate active interactions between students and teachers by engaging students in the learning process. As the Adapted Physical Education (APE) and health courses involve in many health and disabling conditions that require individualized analysis through various strategies such as case-based discussion, video, service and observation, and hands-on demonstration, the proposed project is to incorporate the five Interaction-designed activities in individual and group projects to facilitate students’ active involvement in learning. The utilization of this interactive teaching/learning design, especially through blended learning approach (Moodle sharing and face-to-face discussions), creates great opportunities of communication and collaboration in/outside classroom to enhance teaching and learning effectiveness. In order to reach this ultimate goal, the proposed project is to: 1) to design and integrate five interaction-designed activities into Health, Exercise Physiology, and APE courses through Moodle Learning to facilitate students’ active communications and involvement; 2) to guide students to engage in the service and observation learning process to connect theory with practice; 3) to guide students to identify individual disabling conditions, and involving in the analysis of problem and determine the solution; and 4) to provide applicable templates which will demonstrate how to integrate these interaction designs into three courses through blended teaching/learning to create an active learning environment in/outside classroom to enhance students’ learning effectiveness.

Code:

T0146

Principal Project Supervisors:

CHEN, Shihui

Keywords provided by authors:

Subjects:

Start Date:

01 Jun 2014

End Date:

30 May 2015

Status:

Completed

Result:

This project incorporated ﬁve Interaction-designed activities in individual assignment and group project to facilitate students’ active involvement in learning. The utilization of this interactive teaching/learning design, especially through blended learning approach (Moodle sharing and face-to—face discussions), creates great opportunities of communication and collaboration in/outside classroom to enhance students learning effectiveness. Technology has made communication between teachers and receivers, also students themselves more accessible. The advantage of technology can facilitate active interactions between students and teachers by engaging students in the learning process. And for Adapted Physical Education (APE) and other health courses which involve in some health and disabling conditions, individual analysis of the students who aim to be school educators, was especially needed in the course arrangement, such as case—based discussions, video, service and observation, and hands—on demonstration. This study use qualitative approaches to explore students’ perception in Moodle. Students had expressed distinct views on the previous learning experiences and the analysis highlighted in relation to their lnteraction—designed activities. The overall analysis indicated that interactive teaching and learning design together with learning environment formed the basis of their perceptions, had strengthened the standpoints that student—driven interaction course design was necessary to facilitate students in theory learning and practicing. This was because more opportunities of practicing and collaboration for both in and outside classroom had given to students, which had enhanced teaching and learning effectiveness. In order to reach this ultimate goal, firstly, this project had designed and integrated five interaction—designed activities into health, exercise physiology and APE courses through both Moodle learning and outclass practicing to facilitate students’ active communication and involvement. Secondly, in this project, students were guided to engage in service and observation learning process to connect theories with practicing. And thirdly, students were guided to identify individual disabling conditions and involving in the analysis of problems and determine the solution. Lastly, applicable templates was provided which demonstrated how to integrate these interaction designs into other coursesthrough blended teaching and learning to create an active learning environment in both inside and outside classroom to enhance the learning effectiveness of students.
Students also had some refelections on the activities of real world interaction:

It helps them to acqire experience and practical skills during the service;
It helps them to learn to commnicate with disabled children;
It helps them to relief presusure in teaching inclusive class with diabled children; and
They have excitement and sincere feelings after finishing the volunteer work.

Impact:

Through this project, students had created and modiﬁed a game or an activity, and physically demonstrate how the adaptation had been made for the selected disability. A description of rules of the game and the instruction of how to play such games had been addressed.The communication and critical thinking interaction of the students has been built in this activity. Students had observed the demonstration and made critical comments on the design. After the discussion, the group students had revised the design and then, videotape these games asa visual aids to post it on the Moodle for sharing.

Deliverables:

Books / Book Chapters / Journal Articles / Conference Papers

Chen, S. (2015, May). Integration of the VTS with a web-based teaching design to enhance students’ self-learning skills in the movement studies. Paper presented at The 4th International Conference of Physical Education and Sports Science (ICPESS2015), Universitas Negeri Jakarta, Indonesia.

Financial Year:

2013-14

Type:

TDG