Learning September 2020∣Youth Hong Kong
e-Learning how well is it working? • All face-to-face lessons in Hong Kong schools stopped in February 2020 because of the pandemic.
• 受疫情影響，本港所有學校於 2020 年 2 月起全面停止面對面授課。
• This study at HKFYG took place as learning online doubled and the need for effective self-direction was heightened.
• 本研究集中討論網上學習需求倍增以及需 要學生提升自學能力的情況。
• Gladys Wong and Derek Lee, who joined the group responsible for the study, explain the background and recommendations.
• 青年創研庫成員 Gladys 及 Derek 跟讀者 闡釋他們的研究，包括其背景以及建議。
“In Hong Kong, self-directed learning seems to be merely moving traditional education online,” says Gladys Wong, but good online learning depends on active self-direction and, “The crux of the matter is personalizing the process.”
What were the challenges? According to students who took part in this study, the biggest challenge in online learning this year has been the absence of an appropriately educational atmosphere at home. Confirming the finding, 82.8% schools and 47.5% of students consider the key to learning online is the ability to learn independently. Education sector professionals also point out that teacher training should provide skills for effective use of e-learning tools to stimulate students’ interest and engagement.
Policy goals achieved? When the study took place, the government’s Fourth Strategy on Information Technology in Education (ITE4) was in place. It included the goal of strengthening students’ self-directed learning. Gladys thinks this goal has not been achieved. She points out that independent learning at school today relies on good access to the internet and up-to-date hardware. Furthermore, it is largely driven by teachers. “Professional teacher training 10
33.6% of schools agree that their teaching staff cannot effectively manage the progress of students’ online learning. about the application of new technology is exceptionally important but burdened by workload, teachers have little time for it.” This has to change if progress is to be made. Instead, students are still doing the same tasks, learning at the same pace and in the same manner as each other, Gladys observes, and signs of effective independent learning are lacking. “Moreover, our study shows that 35.2% of schools are neutral and 33.6% of schools agree that their teaching staff cannot effectively manage the progress of students’ online learning.” Derek Lee emphasizes the need for a communicative, two-way interactive atmosphere for good online learning. Such enhancement would include data on students’ learning performance. “This would give teachers a more comprehensive understanding of the strengths and weaknesses of their teaching strategies.”
