Background of the learning activity project at CUHK
The education system in Hong Kong has a history of limiting the scope of classroom activity. In particular, teaching tends to be confined mainly to the use of rote learning and repetitive learning. Rote learning is regarded as a mechanical way of learning that does not involve thinking about the meaning of what has been taught, whereas repetitive learning requires students to perform the same task repeatedly as a means to ensure accurate recall of knowledge and skills. Research has shown that these learning methods promote only surface and reproductive learning, which do not seem to match the teaching objectives of many university courses (Harris, 1995). The search for strategies that best match with the objectives of university teaching involves the adoption of new classroom learning activities. These activities emphasise the use of participative methods and problem-solving strategies that foster transformational learning among students (Denicolo, Entwistle and Hounsell, 1992; Committee of Scottish University Principals, 1992).
However, teachers often question the use of activities that are known to maximise learning. Our aim, therefore, is to introduce various learning activities based on Benjamin Bloom’s Taxonomy (Bloom, 1956). Bloom suggested that learning outcomes should be placed in a hierarchy consisting of six levels. Each of these levels corresponds to a particular cognitive process and teachers should devise strategies that target these processes to help fulfill their intended teaching outcomes.
The Learning Activity Project
In 2009, the Centre for Learning Enhancement And Research (CLEAR) at CUHK started the Learning Activity Project. The objectives of the project are as follows.
- To understand the nature of the learning activities that students in each of the eight faculties are currently engaged in. Information might include:a) formal and informal learning opportunities; b) resources and services that students use to support their learning; c) various activities that students take part in and the amount of engagement in each of these activities.
- To work with each of the faculties and identify learning challenges based on what we know about how students learn.
- To work with each of the faculties to suggest ways of enhancing students’ learning experiences in the new 3+3+4 curriculum and environment.
- To provide pragmatic resources for teachers to use.
The Learning Activity Project team aims to promote and improve the use of learning activities inside and outside the classroom. The proper use of learning activities to support the curriculum will benefit student learning at CUHK.
Reference:
Bloom, B. S., Engelhart, M. B., Fürst, E. J., Hill, W. H. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Longman and Green
Denicolo, P., Entwistle, N. J., & Hounsell, D. (1992). Effective Learning and Teaching in Higher Education: Module 1. What is active learning? Sheffield: Universities' and Colleges' Staff Development Agency.
Harris, R. (1995). Overseas students in the United Kingdom university system.Higher Education, 29(1), 77−92.