TY - GEN
T1 - Using the development of eLearning material as challenging and authentic learning experiences
AU - Lam, Orgnamepaul
AU - Yeung, Mary Au
AU - Cheung, Eva
AU - Mcnaught, Carmel
PY - 2009
Y1 - 2009
N2 - Students can contribute to the design and development phases of eLearning projects, and also learn through the process. This study focused on two projects at a university in Hong Kong (development of Pharmacy eCases, and the establishment of an eLearning Assistants scheme) in which students designed, wrote and developed teaching materials with space to show initiative. Evaluation strategies included a survey, communication logs with teachers, and a self-reflective student blog. Learning benefits from such student-centred, authentic eLearning projects include consolidation of knowledge, and development of skills (including independent learning, critical thinking and creative design) and attitudes (about professional work and ongoing personal development). The projects also led to enhanced course learning environments, thus benefiting other students. However, there are significant challenges in preparing such learning opportunities for students, including training and scaffolded supervision. Our overall reflection is that students' learning was different from that achieved in many traditional university courses.
AB - Students can contribute to the design and development phases of eLearning projects, and also learn through the process. This study focused on two projects at a university in Hong Kong (development of Pharmacy eCases, and the establishment of an eLearning Assistants scheme) in which students designed, wrote and developed teaching materials with space to show initiative. Evaluation strategies included a survey, communication logs with teachers, and a self-reflective student blog. Learning benefits from such student-centred, authentic eLearning projects include consolidation of knowledge, and development of skills (including independent learning, critical thinking and creative design) and attitudes (about professional work and ongoing personal development). The projects also led to enhanced course learning environments, thus benefiting other students. However, there are significant challenges in preparing such learning opportunities for students, including training and scaffolded supervision. Our overall reflection is that students' learning was different from that achieved in many traditional university courses.
KW - Authentic learning
KW - Higher education
KW - Hong kong
KW - Student input to design
KW - Website development
UR - http://www.scopus.com/inward/record.url?scp=78649361675&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:78649361675
SN - 9781877314827
T3 - ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education
SP - 548
EP - 556
BT - Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009
T2 - 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009
Y2 - 6 December 2009 through 9 December 2009
ER -