Using the Design Phase of e-Learning in Higher Education as an Authentic Learning Experience for Students

By Carmel McNaught, Paul Lam and Kin Fai Cheng.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper is centred on the design phase of four e-learning projects in Hong Kong. Our challenge is to use e-learning in ways that enhance student learning. Our desired learning outcomes include not only discipline knowledge but a whole raft of capabilities, including independent learning, critical thinking and creative design. The Hong Kong education system is remarkably highly structured and emphasizes discipline content above these more generic capabilities. Our work, therefore, sought ways to include students in the design phase of a number of e-learning projects in order to understand students’ learning needs in a broad sense so as to ensure optimal learning designs, and also provide students with an authentic design experience as part of their educational development. Students’ contributions to the design and development of four cases of educational websites in Hong Kong universities are discussed. Students provided information in the following areas: their views on the role of the web in learning, areas of difficulties in the discipline domain, and actual design ideas for the specific projects. In all four cases the information obtained was valuable. We suggest that student input to e-learning design can improve the effectiveness of e-learning and also contribute to students’ own educational development. The design process itself thus becomes an authentic learning experience for students.

Keywords: Design of Websites, Higher Education, Authentic Learning, Student Involvement

The International Journal of Learning, Volume 13, Issue 12, pp.101-110. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.149MB).

Prof. Carmel McNaught

Director & Professor of Learning Enhancement, Centre for Learning Enhancement And Research (CLEAR), The Chinese University of Hong Kong, Shatin, Hong Kong, Hong Kong

Carmel McNaught is Director and Professor of Learning Enhancement in the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong. Carmel has had over 30 years experience in teaching and research in higher education, and has had appointments in eight universities in Australasia and southern Africa, working in the discipline areas of chemistry, science education, second language learning, eLearning, and higher education curriculum and policy matters. Current research interests include evaluation of innovation in higher education, strategies for embedding learning support into the curriculum, and understanding the broader implementation of the use of technology in higher education. Further details at http://www.cuhk.edu.hk/clear/staff/staff7.htm

Prof. Paul Lam

Research Assistant Professor, Centre for Learning Enhancement And Research (CLEAR), The Chinese University of Hong Kong, Shatin, Hong Kong, Hong Kong

Paul Lam is an Assistant Professor in the Centre for Learning Enhancement And Research at The Chinese University of Hong Kong. Paul’s research interests range widely across several key aspects of teaching and learning. He has assisted in the evaluation of close to 100 web-supported teaching projects in many discipline areas in three Hong Kong universities. He has assisted the implementation and evaluation of case-based teaching in science courses at universities and at secondary school level. In the area of English language teaching, he has written experimental course content, developed teaching materials, and trained in-service teachers to teach using the new technologies.

Kin Fai Cheng

Research Assistant, Centre for Learning Enhancement And Research (CLEAR), The Chinese University of Hong Kong, Shatin, Hong Kong, Hong Kong

With a background in Psychology, and a good knowledge of statistics, Gap is well placed to provide excellent support for a number of eLearning projects in CLEAR. Gap is currently studying for a Masters in Statistics.

Reviews:

There are currently no reviews of this product.

Write a Review