Discourse analysis on hybrid learning and teaching and the changing roles of teachers and students in Hong Kong

Zhichang Marc XU, Lixun WANG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter is based on a research project on hybrid teaching and learning. This emerging hybrid mode is gaining popularity in tertiary institutions because the new technologies have integrated the classroom and online teaching and learning into an organic productive environment. The research project adopts a discourse analysis approach and intends to investigate issues arising regarding the hybrid mode in a higher education institute in Hong Kong. These issues include 1) the discourse features of teaching and learning in the classroom face-to-face (FTF) and online computer-mediated communication (CMC); 2) the changing roles of teachers and students in the emerging hybrid environment; and 3) the implications of the hybrid mode on the effectiveness of teaching and learning. In addition, this research project also adopts questionnaire surveys among the teaching staff of a language education faculty and students of three courses offered in the hybrid mode to discover their attitudes towards the hybrid teaching and learning mode. The research findings suggest that in the hybrid environments, the traditional roles of the teachers as information providers, knowledge transmitters, supervisors and assessors, and the students as learners, participants, and respondents are still dominant. However, the teachers are also increasingly putting on new ‘hats’ as expert learners, facilitators, course designers and organizers. Apart from being learners, the students are also taking on new roles as topic contributors, meaning negotiators, information providers, strategic communicators and monitors. Copyright © 2010 IGI Global.
Original languageEnglish
Title of host publicationHandbook of research on hybrid learning models: Advanced tools, technologies, and applications
EditorsFu Lee WANG, Joseph FONG, Reggie C. KWAN
Place of PublicationHershey
PublisherInformation Science Reference
Pages284-298
ISBN (Print)406133181, 9781605663807, 1605663808, 9781605663814, 1605663816
Publication statusPublished - 2010

Citation

Xu, Z., & Wang, L. (2010). Discourse analysis on hybrid learning and teaching and the changing roles of teachers and students in Hong Kong. In F. L. Wang, J. Fong, & R. C. Kwan (Eds.), Handbook of research on hybrid learning models: Advanced tools, technologies, and applications (pp. 284-298). Hershey: Information Science Reference.

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