Teaching development grants final and financial report: Evaluating the General Education Foundation Course (FC) pilot in 2011-2012

The General Education Foundation course represents a new educational paradigm for HKIEd and for Hong Kong, as part of the change to a 3-3-4/5 structure. We need to evaluate the course formally during the crucial pilot stage so that as the Institute moves forward in General Education, we may use the results of the evaluation for improvement and further development of the Foundation course. Unlike most courses at the Institute, this course is designed as a large lecture/smaller tutorial model of interaction. We are specifically interested in how this model may interact with the new knowledge, skills and epistemological underpinnings of the General Education Foundation course. The focus of our study is on pedagogy and assessment. Participants will be lecturers (approx. 12), tutors (6) and students (150) in the General Education Foundation Course pilot in 2011-2012. Data collection consists of three stages: questionnaire, focus groups, and student assignments (marked and unmarked). Analysis will be conducted in both qualitative and quantitative manner. Reporting of results will focus on the subjective and inter-subjective dimensions of the understanding of different stakeholders (participating lecturers, tutors and students) in how the learning outcomes of students in the GE FC are achieved; and the (more) objective dimension of the actual performance of students as reflected in the course assignments. This project aims to produce findings that may enrich the research and knowledge about pedagogies and assessment for the combination of larger lectures and small tutorial classes in Hong Kong and the Region. We anticipate that results will inform key areas of concern to the Institute, notably: (1) Reflective learning and practice (by encouraging students in small-class tutorials to engage in reflective discussion and writing); and (2) Enhancing the relationship between teaching and learning (by positioning tutors between lecturers - who will provide the input to knowledge - and students - who will be challenged to think critically and creatively about the material presented to them). It is anticipated that the results will inspire the Institute, the General Education Committee and the General Education Office to introduce new educational paradigms in relation to teaching, learning, assessment and course structure.