TY - CHAP
T1 - Blended Learning Approach to Enhance Reflective Higher Order Cognitive Thinking Skills in Students
AU - Wong, Eva
AU - Kwong, Theresa
AU - Chan, Chi-Fai
N1 - Publisher copyright:
© 2021 Springer Nature Switzerland AG
PY - 2021/8/10
Y1 - 2021/8/10
N2 - With the aim of enhancing students' problem solving and critical and creative thinking skills and to enrich the acquisition of domain knowledge, the blended learning approach was adopted in a compulsory course for research postgraduate students at Hong Kong Baptist University since 2014. Students went through subject materials before class and then engaged in collaborative activities that required higher order cognitive thinking, such as case studies and problem solving, during class time. Since technology is central to this immersive learning experience, a variety of technology-assisted, in-class and out-of-class activities were employed in the course, such as game-based quizzes (Kahoot), quick polls (Mentimeter), case studies (Padlet, Google Doc.), pre-recorded lectures and videos (YouTube) and learning trails (using mobile and augmented reality technologies). Feedback collected from students through course feedback questionnaires and focus group interviews showed support and enthusiasm for this interactive and highly engaging type of learning. Students responded that this approach definitely fostered more productive interaction and facilitated exchange of ideas among them. They also agreed that this approach has been more effective and efficient in helping them to learn and develop generic competences. In this chapter, the authors share how this blended learning approach can be easily constructed and highlight its effectiveness in stretching student learning, creative thinking and higher order cognitive thinking.
AB - With the aim of enhancing students' problem solving and critical and creative thinking skills and to enrich the acquisition of domain knowledge, the blended learning approach was adopted in a compulsory course for research postgraduate students at Hong Kong Baptist University since 2014. Students went through subject materials before class and then engaged in collaborative activities that required higher order cognitive thinking, such as case studies and problem solving, during class time. Since technology is central to this immersive learning experience, a variety of technology-assisted, in-class and out-of-class activities were employed in the course, such as game-based quizzes (Kahoot), quick polls (Mentimeter), case studies (Padlet, Google Doc.), pre-recorded lectures and videos (YouTube) and learning trails (using mobile and augmented reality technologies). Feedback collected from students through course feedback questionnaires and focus group interviews showed support and enthusiasm for this interactive and highly engaging type of learning. Students responded that this approach definitely fostered more productive interaction and facilitated exchange of ideas among them. They also agreed that this approach has been more effective and efficient in helping them to learn and develop generic competences. In this chapter, the authors share how this blended learning approach can be easily constructed and highlight its effectiveness in stretching student learning, creative thinking and higher order cognitive thinking.
UR - https://link.springer.com/book/10.1007/978-3-030-72216-6
U2 - 10.1007/978-3-030-72216-6_8
DO - 10.1007/978-3-030-72216-6_8
M3 - Chapter
SN - 9783030722159
SN - 9783030722180
T3 - Creativity in the Twenty First Century
SP - 121
EP - 132
BT - Creative and Collaborative Learning through Immersion
A2 - Hui, Anna
A2 - Wagner, Christian
PB - Springer Cham
ER -
