Abstract
The aim of the project is to establish an online learning community via a learning hub that simulates discussion in classroom and function as a natural extension of the classroom lecture and tutorial model that we are practicing. From a pedagogical point of view, according to the ‘Community of Inquiry’ framework proposed by Garrison and colleagues, students create a deep and meaningful learning experience by collaboratively engaging themselves in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. We also note that we have been practicing Peer Assisted Study Sessions (PASS) for our course, in which students reinforce key concepts and consolidate understanding in a relaxed and supportive learning environment, through peer learning guided by PASS leaders. While we observe a successful model for learning, the current practice is subject to two limitations: first, the learning resources are located at various places and it’s inconvenient for the students to quickly cross-reference what they are discussing; and second, the discussion is restricted to an assigned classroom at a specific time slot. Driven by the fact that these limitations can be lifted with the help of technology, we envision that any learning process that relies heavily on peer discussion can be carried out on a virtual online learning hub that is not restricted to a particular classroom on campus or a particular time slot, with the various resources integrated within the platform. We also see the possibility of incorporating the practice to a MOOC version of our course, or other MOOC courses. The online learning hub includes:
- Resources such as micro-modules are readily accessible within the platform, it provides a handy repository of knowledge for the students;
- Multi-session live chatrooms that are running in parallel so that students having a common interest on a specific topic can participate in a particular chatroom, which is conducted on an agreed time-slot of their choice. Students exchange ideas in a preliminary fashion similar to classroom discussions;
- Discussion forums are places where students can post their more elaborated reflections, presumably after the virtual discussion in the chatrooms. Facilities for peer ratings are available on the platform, performance of students’ participation can be part of the assessment for the course.
- Student helpers are hired as peer leaders to facilitate/guide the discussion in chatrooms and forums. They also contribute to the rating of students’ performance.
Brief write-up
Project objectives
This project aims to establish an online learning community that stimulates peer discussions extended from the tutorials of the course UGFN1000 “In Dialogue with Nature”. Facilitated by student leaders, these online discussions provide opportunities for our students to further reflect on what they have learned and integrate it with their personal life. Two types of online discussions are provided: (i) verbal live discussions on Zoom, supported by newly developed micro-modules, and (ii) written discussion forums on Blackboard.
Activities, process and outcomes
Throughout the project period, 76 discussion sessions were organized on Zoom and over 400 topics were discussed on Blackboard. A total number of 1,680 students participated in the online discussions facilitated by 29 student leaders. Regarding the Zoom discussions, 17 discussion-based micro-modules, each within 5 minutes, have been produced to help students to discuss and reflect.
Deliverables and evaluation
The evaluation data show that the online discussions can (i) improve students’ understanding of the course content and concepts, (ii) encourage students to extend their thoughts of the course content, and (iii) encourage students to appreciate alternative ideas.
Dissemination, diffusion, impact and sharing of good practices
The micro-modules, along with other existing ones, can be found on the KEEP platform which is accessible by other teachers and students. The project findings and good practices were disseminated in two presentations delivered at the local conference and seminar.
Impact on teaching and learning
The post-tutorial online discussions in this project have enhanced the peer-learning experience by complementing the existing pre-tutorial student-led PASS (Peer Assisted Study Session) and teacher-led tutorial discussions. These learning activities have cultivated the culture of Students as Partners.
