Online learning on instructional strategies as a substantial support to education reform: 'Active classroom' in the context of Hong Kong

Online learning on instructional strategies as a substantial support to education reform: 'Active classroom' in the context of Hong Kong

• Lam, Bick Har The Hong Kong Institute of Education
• Yeung, See Wai Alison The Hong Kong Institute of Education

2005

Redesigning Pedagogy International Conference: Research, Policy, Practice (2005: Singapore)

• R 教育政策與管理
  • RG 教育改革︰各項報告書及指引，施政報告

• Hong Kong

• 1997.7 onwards

• 小學教育

The “Active-Classroom” project aims to establish a platform for professional exchange among teachers on skills and strategies that helps to achieve an active classroom, by the use of WebQuest. In the “Active-Classroom”, different learning strategies are arranged as an advanced organizer for learners to navigate. The model of learning provided by the Active Classroom is known as WebQuest. WebQuest aims to involve learners in a meaningful task that results in knowledge acquisition and higher order thinking (Dodge, 1997). It has a well-defined structure that is similar to a lesson plan (Stein, 1998). The WebQuests in the Active-Classroom website provide links to essential electronic resources to motivate learners’ investigation on specific teaching strategies. Another outstanding feature is that all the materials in the Active-Classroom are result of collaborative effort of teacher educators and school teachers, through experimentation of various skills at different period. In this paper, the researchers will report how the Active Classroom has come into shape with its first attempt on questioning skill, during Dec 2004 to May 2005. There are three primary schools participating in studying this skill component. The project demonstrates the functions of the questioning skill WebQuest: (a) focuses learners on a tangible and easy navigated resource; (b) opens up possibility of getting feedback from distant audience via an embedded e-mail form. The Active Classroom has just been launched at this stage and positive influence on teacher professional networking and student learning is perceived. It implicates that online learning on instructional strategies should be promoted as it is a substantial support to education reform.

Paper presented at Redesigning Pedagogy International Conference: Research, Policy, Practice.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/d173d2a6

2015-01-23