It is an extension of an existing study of a programme-based TDG project of ECE department. Past study on the first two batches of pre-service BEd (ECE) students on the effectiveness of blended learning in enhancing critical thinking and independent learning revealed that longitudinal study is needed. Study results showed that students benefited from blended learning approach and acknowledged the effectiveness of the approach in cultivating their independent learning. Students, however, perceived that more time could be spent on on-line learning in the latter years of their undergraduate study. Study findings also revealed that students accepted both Eastern and Western styles of learning, indicating a need in early childhood teacher education paradigm shift. Rasch model analysis revealed that refinement of questionnaire on learning styles is necessary. The proposed study aims to follow the previous study in investigating the potential changes of views and learning styles before their graduation. It will also compare students of the first two cohorts with the third and fourth cohorts in their experiences and views towards blended learning. Findings will provide empirical evidences about the effectiveness of blended learning in pre-service early childhood teacher education in Hong Kong which can be used for course development and improvement.
|Publication status||Published - 2010|
CitationNg, S. N., & Chan, Y. M. (2010). Teaching development grants final and financial report: Effectiveness of blended learning in promoting learning among pre-service ECE students in Hong Kong. Hong Kong: The Hong Kong Institute of Education.
- Teaching Development Grant (TDG) Report
- TDG project code: T3311
- Period: TDG 2007-2008
- Teaching Development Grant (TDG)