Students as learning experience designers: The effect of student-driven approaches in a Hong Kong study

Students as learning experience designers: The effect of student-driven approaches in a Hong Kong study

• Zou, Tracy X. P. The University of Hong Kong
• Mickleborough, Neil C. The Hong Kong University of Science and Technology
• Ho, Stanley S. M. Lok Sin Tong Wong Chung Ming Secondary School
• Yip, Yam Wing Stephen Curriculum Development Institute, Education Bureau of the Government of the Hong Kong Special Administrative Region

International Journal of Pedagogies and Learning, 10(3), 179-193, 2015

Routledge

2015

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FC 批判思考、學習技巧、時間

Student-driven Sense of Autonomy Hong Kong Chinese Learners Student Learning Experiences Curriculum Reform

• Hong Kong

• 1997.7 onwards

• 中學教育

Student-driven approaches have generated positive results in student development. This study reports a Students as Learning Experience Designers (Student-LED) Project as one example of employing student-driven approaches to develop learning abilities, leadership skills and reflective habits, in the context of the new senior secondary curriculum reform in Hong Kong. In such reform, schools are encouraged to offer other learning experiences (OLE) to facilitate students’ all-round development. This Student-LED project can be seen as pioneering in its cultural context and for the target participants. Students in Hong Kong were traditionally described as lacking independence, which seemed to contradict the premise of student-driven approaches. The present study as a pilot shows that Hong Kong secondary school students could potentially benefit from a student-driven approach. Sense of autonomy and positional leadership opportunities were found to be important factors to student learning. The concerns of students and teachers during the process were also identified through reflective statements. This study provided some insights into the use of student-driven approaches with Hong Kong learners. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.

• 英文

期刊論文

• 18334105

• 10.1080/22040552.2015.1135497

https://bibliography.lib.eduhk.hk/tc/bibs/60bb508e

2020-12-10