Students’ Perspective of Practical Work in Learning Sciences
This paper is based on the outcomes of a research project “Learning Science at a Distance: Students’ Perspective of Practical Work”, funded by the President’s Advisory Committee on Research and Development (PACRD) at the Open University of Hong Kong. Two foundation science courses offered by the School of Science and Technology at the Open University of Hong Kong (OUHK) were selected for the study. This paper focuses on students’ perspectives on various aspects of learning science via online distance learning mode, such as expectations, learning outcomes, and satisfaction. A series of in-depth interviews was carried out with students enrolled in these courses, followed by questionnaire surveys and field observations in order to validate and triangulate the interview data. The findings revealed that students placed a high value on practical work in science courses. Moreover, the more familiar with the course subject, the less difficulty they anticipate in learning science via online distance education. Two significant correlations were also found. The first one was between the perception of practical work and satisfaction, while the second one was between the attendance rate and the perception of practical work with online distance learning at OUHK.
||Online Distance Learning, Practical Work, Learning Science, Learning Expectation, Learning Outcome
The International Journal of Learning, Volume 15, Issue 4, pp.67-74.
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Lecturer, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
Jason Chan is a Lecturer of the School of Professional Education and Executive Development of the Hong Kong Polytechnic University. In 2006-07, he was a Manager (Research) of Bauhinia Foundation Research Centre, a policy think tank to the HKSAR Government. He participated in several educational research projects at some tertiary institutions such as the Open University of Hong Kong, the Hong Kong Institute of Education and City University of Hong Kong. During 2002-05, he was a Management Team Member in the Global Distance Education Network project funded by World Bank and administrated by the Commonwealth of Learning. He earned a credential of Stanford Certified Project Manager (SCPM) from Stanford University in 2007. He graduated from the University of British Columbia (UBC) with a Master of Educational Technology in 2005. In 2004 and 1998, he obtained his MSc in Computing and BA (1stHons) in Public & Social Administration from City University of Hong Kong, respectively. Currently, he is a doctoral candidate at the Graduate School of Education of the University of Bristol. His professional affiliations include membership of the Institution of Engineering and Technology (MIET) and the Institute of Electrical and Electronics Engineers (MIEEE). Jason is also a Mensa member.
Lecturer, School of Continuing Education, Hong Kong Baptist University, Hong Kong
Eunice Pui-Yu Yim is a Lecturer of the School of Continuing Education of the Hong Kong Baptist University. She participated in several research projects in different aspects such as Teaching and Learning in Early Childhood Education and Primary Education, Practice–based Learning, Parent Education, Online Learning, etc. Eunice Yim graduated from the Simon Fraser University in Canada in 1999 with a BA major in psychology & minor in educational psychology. In 2004, she obtained her Master of Education in Information Technology from the University of Wollongong. Currently, she is also a doctoral candidate at the Graduate School of Education of the University of Bristol.
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