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Please use this identifier to cite or link to this item: http://hdl.handle.net/1783.1/1705
Title: The art of Web-based learning : past achievements, present objectives and future strategies
Authors: Cheung, Helen
Ko, Robert K. M.
Yim, T. K. Bobby
Keywords: Constructivism
Reciprocal learning
Reflective learning
Outcome-based learning
Issue Date: May-2004
Citation: Proceedings of the second teaching and learning symposium, Hong Kong (May 17, 2004), Senate Committee on Teaching and Learning Qaulity, and Center for Enhanced Learning and Teaching, HKUST, 2004
Abstract: The traditional pedagogical teaching approach has been the continuous subject of scrutiny among educationalists worldwide. Recently, the escalating recognition of educational constructivism and progressivism has highlighted the inadequacies of the conventional didactic system in knowledge delivery. The ongoing evolution from the conventional practice of ‘chalk-and-talk’ teaching toward the innovative execution of 'click-and-tick' learning has led to a further step in the accomplishment of outcomebased, self-directed learning. Exploitation of web-based learning has established a significant advancement in areas where mechanistic and conceptual understanding is critical. Identification of well-defined learning objectives and the appreciation of technological capabilities have initiated the pioneering development of the online learning enhancement, WEBCT for BICH172/182, in basic biochemistry. WEBCT for BICH172/182 can be regarded as the progeny of an exploratory effort to support conceptual understanding as well as to instigate a dynamic approach in reciprocal learning. Subsequent enthusiastic user acceptance of the preliminary output has encouraged further moves toward the endeavor of formulating a high quality of learning environments with outcome objectives in mind. The recent launching of WEBCT for BICH122 represents a second generation of technological development targeted for self-instructional reflective learning. Undoubtedly, the current availability of technological enrichment has contributed a great deal toward the reinforcement of integration between the classical and technological approaches to learning; relentless pursuit must be sustained to encourage active learning and high-level thinking. Such strategies will certainly be the essential criteria to be considered in the continual development of future generations of technological-based learning environments.
URI: http://hdl.handle.net/1783.1/1705
Appears in Collections:BICH Conference Papers

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