Enhancing critical thinking and independent learning through blended learning

Sui Ngan Sharon NG, Yim Mei Esther CHAN, Lily CHAN

Research output: Contribution to conferencePapers


Call for education reform around the world has put its emphasis on helping students to become life-long learners and critical thinkers. Students are not only encouraged to acquire knowledge but also skills to learn. The adoption of technology in promoting learning is growing and changing but needs to evaluate carefully. Research suggests that "blended learning", a pedagogical approach which integrates face-to-face and on-line technology-based instructional methods, is effective in reinforcing intended learning outcomes and to cater for learner’s characteristics among full-time pre-service and in-service teachers trainees. The objectives of this study are to develop and evaluate the efficacy of a blended learning approach in promoting independent learning and analytical thinking among pre-service BEd (ECE) students. Questionnaire was used to collect preliminary data and follow-up focus group interviews were conducted to elicit students’ views. Study results showed that less than half of the students found that blended-learning helped to promote critical thinking whereas more than half of the students admitted that it helped to enhance independent learning. Moreover, the effectiveness of blended learning approach depended on factors such as the nature of the module and the module instructor. Students were also had diverse views on the ratio of face-to-face and on-line learning.
Original languageEnglish
Publication statusPublished - May 2008


Ng, S. N., Chan, Y. M., & Chan, L. (2008, May). Enhancing critical thinking and independent learning through blended learning. Poster session presented at the 7th OMEP(Hong Kong) International Conference: Catalysts for Changes in Early Childhood Practice, The Hong Kong Institute of Education, China.


  • Teacher Education
  • Teacher Education and Professional Development


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