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Incorporating e-Learning Resources in Learning and Teaching
於教學中融入電子學習資源

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Why Are e-Learning Resources Important in the Learning Process?

Millennial learners who grow up in the digital age are more inclined to learn with the advanced technologies through which massive online information and resources with attractive and interactive multimedia could affect the learning process.

Contemporary learning and teaching pedagogies, such as blended learning, flexible learning, problem-based learning and gamification, together with the use of e-Learning resources could enhance and enrich the learning experience by engaging students in learning through collaboration and interaction with prudent learning activities for building up subject knowledge and skills.

Flexible and Blended Learning with e-Learning Resources

Blended learning is the pedagogical model in which traditional learning is integrated with web-based online approaches (Oliver & Trigwell, 2005). With the support of e-Learning technologies and resources, learning is no longer limited to the face-to-face classroom, but anytime and anywhere.

With the presence of flexible and online learning materials, students are encouraged to learn basic knowledge and concepts prior to lessons through technologies such as online lecture videos and quizzes. Class time is then freed up for collaborative work or active peer discussions. Active reflections and feedback after lesson could be conducted through the handy online discussion forum and blog. These flexible and blended learning activities are conducive for shifting learning back to student-centred. Students could be engaged in the pre-class, in-class and post-class activities and become the contributors of their own learning journey.

With appropriate supplement of e-Resources, blended learning approach could be well addressed in the Bloom’s Taxonomy Model as shown in Figure 1. The elementary competence of “remembering” and “understanding” could be developed in pre-class activities such as watching short video lectures and studying online readings; which prepare students with underlying knowledge for meaningful contribution back to the class.

As the cognitive domains of “applying” and “analysing” are valued and stipulated as the main competences that students need to acquire in vocational and professional education and training (VPET), more teaching time and efforts should be paid in the in-class activities such as peer discussions and collaborative group projects, to create room for students’ interactive learning and the mastery of knowledge and skills. Students are encouraged to participate actively through using e-Learning apps, quizzes and voting systems in the class activities. To enhance both learning and teaching, teachers would be able to differentiate students’ learning difficulties and cater for their learning’s needs through observing students’ performances in the In-class activities.

The top level of “evaluating” and “creating” could be fostered through post-class activities such as online assessments and/or projects designed to further enhance students’ knowledge consolidation, self-reflection and build up connections with the next subject matter.


Figure1: Blended Learning with Bloom’s Taxonomy Learning Model
(Image Courtesy of CLT, 2017)

Successful Implementation of Flexible and Blended Learning with e-Learning Resources

E-Learning resources could be in many forms such as videos and reading materials, yet they could not be used as a standalone method to enhance students’ learning. With the support of relevant teaching pedagogies and well-structured teaching plan together with appropriate learning activities, learning aims are to let students be engaged and motivated via active and collaborative learning processes so as to enhance their learning experience and efficiency. Therefore, teachers could restructure the curriculum hours and self-study hours into sections of pre-class, in-class and post-class activities according to the learning progress and needs of individual class by reviewing the module syllabus, scheme of work, lesson plan and the possessed e-Learning resources. To faciltate teachers’ planning, an e-Resource’s checklist (Figure 2) is suggested to use as a blueprint to organise on e-Learning resources and EduTech tools for the flexible and blended activities during pre-class, in-class and post-class.


Figure 2: Checklist for Flexible & Blended Learning Activities with e-Learning Resources
(Image Courtesy of CLT, 2017)

Students should be well-informed about the new learning and teaching practice before the implementation. Teachers should prepare students with learning guidelines and e-Technologies being used throughout the learning journey. Demonstrations of the learning patterns, the use of e-Technologies and e-Resources are necessary for the smoothness in blended and flexible learning and teaching. Moreover, cultivating students with a positive attitude; to be responsible for their preparatory work and active contribution in in-class activities are equally important. Last but not least, teachers should adjust the activities from time to time to accommodate the learning progress and needs of students when undergoing the new teaching approach.

Why not try incorporating the e-Learning resources and interactive teaching approaches into your classroom and inspire your students with a brand-new learning experience!

To promote the use of e-Resources in learning and teaching, Centre for Learning and Teaching (CLT) has conducted a pilot run to incorporate the e-Resources in flexible and blended learning. Please do not hesitate to contact CLT’s e-Learning Team (Dr William Leung (SEDO) at willleung@vtc.edu.hk or Ms Ciny Lau (Ag EDO) at ciny@vtc.edu.hk) for enquiries and comments.

Reference:

Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed?. E-learning and Digital Media, 2(1), 17-26.

為什麼在學習過程中使用電子學習資源會如此重要?

千禧年的新生代在數碼化年代成長,大多傾向利用先進科技來學習。這些科技配備豐富的網上資訊及既吸引又互動性高的多媒體元素,足以影響他們的學習過程。

將電子學習資源運用於現代教學法,例如混合式學習、靈活學習、問題導向學習及遊戲化教學等,有助學生投入協作和互動的學習活動上,從而豐富學生的學習經驗及提升學科知識和技能。

運用電子學習資源以配合靈活及混合式學習

混合式學習法是結合傳統教學與網上學習的教學模式 (Oliver & Trigwell,2005)。在電子學習科技及資源的輔助下,學習不再局限於教室中的面授教學,而是隨時隨地都可進行。

靈活性的教材及網上學習資源的出現,鼓勵了學生在課前利用科技,例如網上講課短片及測驗等,進行預習,初步掌握學科的基礎概念和知識,以便於騰空課堂時間來進行協作活動或其他同儕討論。學生亦可於下課後,積極地利用便捷的網上論壇和網誌來參與課後反思及回饋。這些靈活學習及混合式學習的教學活動均屬「學生為本」,令學生更全情投入地參與課前、課堂及課後的活動,並成為自己學習旅程中的貢獻者。

適當地運用電子學習資源,令「混合式學習」更有效地針對布魯姆的學習層次(Bloom’s Taxonomy)(圖一),培育學生能力。學生可通過各項課前活動,如觀看網上講課短片及閱讀網上教材等,來學習學科的基礎知識 ,從而增強「認知」及「理解」等基礎能力,並有助他們於其後的課堂活動中作出有意義的回饋。

職業專才教育重視學生在「應用」及「分析」等認知範疇的發展,並視之為學生必須具備的能力。因此,師生應投放更多的學習時間及精力於課堂活動裡,例如同儕討論及專題協作活動,讓學生有足夠的空間,從互動中學習和掌握學科的知識及技能。同時,混合式學習亦從多方面鼓勵學生積極參與課堂活動,運用電子學習應用程式來參與實時討論、測驗和投票等。再者,老師可透過觀察學生在課堂活動的表現來識別學生的學習困難和顧及學生的不同學習需要,從而達致教學相長。

要培育學生發展「評估」及「創造」這兩項在認知範疇中最高階的能力,可以透過設計課後活動,例如網上評估和/或研習活動等,來促進學生對學科知識的融會貫通、增強學生自我反思能力,從而把既有的知識與下一個課題聯繫起來。


圖一:混合式學習與布魯姆的學習層次
(圖像由教學中心提供,2017)

運用電子學習資源推行靈活和混合式學習

電子學習資源包括多種不同種類的教材,如影片及閱讀材料等,但它們並不能單獨運用來提高學生的學習質素。教學的目標應該是透過相關的教學法、完善的教學計劃及學習活動的輔助下,讓學生在主動及協作的學習過程中增強投入感和學習動機,豐富學習經驗和提升成效。通過檢視課程大綱、教學進度表、教案和可利用的電子學習資源,老師可以根據各個班別的學習進度及需要,來重組課程中的面授及自學時數,以配合課前、課堂及課後的活動。老師可以利用電子學習資源清單(圖二)作設計課程活動的藍圖,以便選取較適合的電子教學應用程式和資源,來鼓勵學生積極參與課前、課堂和課後活動。


圖二:「靈活及混合式學習活動」電子學習資源清單
(圖像由教學中心提供,2017)

在實行新教學法之前,老師應讓學生對新教學模式有充分的了解;而在整個學習過程中,老師應多指導學生使用相關的電子技術。為了順利進行混合式學習活動,講解學習模式和示範如何使用電子技術和資源亦甚為重要。此外,培養學生積極學習、為自己的學習負責和在課堂活動中積極回饋等正確的學習態度,亦同樣重要。最後,老師更應不時調整學習活動,以顧及學生在適應新教學模式時的不同學習進度和需要。

讓我們嘗試把電子學習資源和互動教學的方式融入課堂,以嶄新的學習體驗來啟發學生!

教學中心已展開了以電子學習資源融入靈活及混合式學習的計劃,以推動電子學習資源在學與教的應用。如有任何查詢或意見,請聯絡教學中心電子學習組梁天華博士(高級教育發展主任) (willleung@vtc.edu.hk) 或劉倩怡女士 (署理教育發展主任) (ciny@vtc.edu.hk)。

參考文獻:

Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed?. E-learning and Digital Media, 2(1), 17-26.

Also see :
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