Aligning online learning with in-class learning and assessment

Carol K K Chan and F T Chan
University of Hong Kong
Hong Kong SAR, China

The rapid advances in information and communication technology (ICT) in the last decade have brought many changes to teaching and learning. A wide range of tools -- such as computer-mediated education software, online course materials and online forums -- have been developed to support learning; and many new ventures offering courses using only electronic platforms have evolved. However, these purely e-learning courses have been largely unsuccessful in delivering learning experiences which satisfy the students involved.

The use of e-learning can, however, flourish when combined with conventional face-to-face teaching in 'blended learning', an approach to course delivery which is becoming pervasive in both face-to-face teaching and distance learning courses. However, in such developments, a careful pedagogic design is needed in order to achieve the best synergy for supporting effective teaching and learning. This paper presents a case study of the learning experiences of students on a postgraduate education course which included online learning activities, in-class learning activities and assessment in an effort to produce an effective integration of the two delivery modes.

In the course, a web-based online learning platform, the Interactive Learning Network (ILN), was used to support collaborative learning activities outside class meetings. Students were divided into groups and each group was assigned to work on some given learning tasks before the next face-to-face class meeting. The tasks for each group could be the same or different. Every student had to study materials related to the learning tasks assigned to his/her group and post his/her viewpoints on the ILN before the meeting. These postings were shared and discussed online by the teacher and all the students. During the class meetings, students from the same group continued discussing their learning tasks and later each group took turns to present its conclusions which were discussed with the whole class; and, finally, a group representative was elected to post the groups' conclusions on the ILN after class. The whole process promoted knowledge-building through collective cognitive responsibility. The assessment of the subject required students to conduct an analysis and reflection on a theme integrating the learning tasks throughout the whole course. Students had to collect all their own postings and identify some useful postings from their classmates for submission in an assessment portfolio.

It is concluded that online learning activities have to be integrated with in-class learning activities so that the students can be engaged actively in participating in the online learning platform. Proper design of the assessment plays an important role in reinforcing the integration of the two delivery modes as well as supporting better learning. As a result of aligning these three components, effective learning is extended beyond the classroom with the use of ICT.