A Case Study of Adopting Blended Learning in the Science and Technology Courses in Higher Education
Wednesday 3 July: Conference day one, 2:00pm – 2:30pm parallel session
Room 8 – 303 B09 Sem
The University of Hong Kong
In this paper, the researcher conduct a three-year study on three science and technology Common Core courses (General Education courses) in the University of Hong Kong (HKU). These courses introduce students to the concepts, principles and application of Scientific Investigation, Computational Thinking and Sustainability in Architecture. The course teams have piloted three cohorts of blended learning versions of these courses since 2015. In the blended learning design, two major changes were made by the teams: (1) producing and providing lecture videos about the basic principles and concepts for the students, and (2) conducting more constructive and meaningful in-class learning activities during the face-to-face sessions. Pre-test and post-test of student surveys have been conducted in every cohort, as well as student interviews and teacher interviews. The results show that adopting blended learning in the science and technology courses can help to increase students’ engagement level, as well as to improve students’ academic achievements, including academic results and generic skills.
Academics – Changing Academic Practice