報告資料

報告 第5a節: 英文報告 2 主題 Building a Supportive Environment for Independent Learning & The Flipped Classroom in Design Education 講者 Mr. Anthony Chow (Technological and Higher Education Institute of Hong Kong) 時間 下午02:00 - 下午02:30 地點 YIA 408 提要 This study examines MacBeath’s (1993, p. 9) model which involves building a supportive environment for independent learning in Hong Kong. Pedagogical issues related to design education always attract heated discussions due to their subjective and individualised nature. The flipped classroom is one of the independent learning pedagogies that encourages students to conduct self-directed learning activities to acquire new knowledge beyond the traditional classroom. It is an important complement to the traditional learning model. However, maintaining motivation in the independent learning environment is still a key challenge for design educators. This study further expands on the details of the “tutor resources” layer in addition to other studies on MacBeath’s model (Mok and Chen, 2001; Lim and Chai, 2004). This study used a variety of methods including a 3-month structured observation on a degree-level design course and a semi-structured post-course survey of 60 students to record the students’ interactions and feedback. The result aligns with the literature as it suggests maintaining motivation is the most critical criterion in creating an effective independent learning environment. Students are more motivated in the independent learning environment if they are placed in a community or cohort. In addition, students expect their teachers to support and mentor them as a friend throughout the course to complete the overall independent learning experience. The implication of this study benefits design educators in HE in Hong Kong or places with similar culture. Design educators should act as coaches in the flipped classroom to facilitate active independent learning and maintain the students’ motivation. Students learn better with the “human touch” in the learning environment and this is critical to maintaining the motivation in the learning environment.