eLearning: working or not?

e-Learning how well is it working?

All face-to-face lessons in Hong Kong schools stopped in February 2020 because of the pandemic.

This study at HKFYG took place as learning online doubled and the need for effective self-direction was heightened.

Gladys Wong and Derek Lee, who joined the group responsible for the study, explain the background and recommendations.

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。

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。

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

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.”

Half of the respondents think the poverty gap emphasizes the inefficiency of e-learning and explains discrepancies among students .

In Hong Kong, self-directed learning seems to be merely moving traditional education online.

A major obstacle to good online learning identified by the survey is lack of access to essential hardware and software. The government has a Bring Your Own Device (BYOD) policy but according to the survey, just one-fifth of students (20.9%) and around one-third of schools (36.4%) participate.

Derek’s conclusion is that although BYOD may benefit some, it has fallen far short of real needs. “As mentioned by Charles Mok in the Legislative Council on April 22, deficiencies in e-learning by students from grassroots families include limited bandwidth and poor WiFi networks at home. This also fits with our finding that half the respondents think the poverty gap emphasizes the inefficiency of e-learning and explains discrepancies among students.

Derek suggests that the Education Bureau (EDB) should examine the concerns of schools and parents and increase beneficiaries significantly. “Eventually, all students should have equal access to e-learning materials when at home, especially during class suspensions, and their parents should be given the support they need to facilitate the process.”

Both Derek and Gladys point out how important it is for different sectors of society to work together to alleviate educational inequality. “Schools should keep in close communication with parents to provide clear information and direction on how to deal with problems and use monitoring systems properly,” says Gladys.

“Technology firms can also be facilitators by offering students extendable free trial periods for e-learning software,” comments Derek. “During the suspension of classes, some telecommunication companies provided free SIM cards for students from grass-root families who live in those areas with poor or no broadband coverage.” By working in partnership with NGOs, such initiatives can go some way to reduce hardship and inequality, but government policy must underpin all such efforts.

All students should have equal access to e-learning materials when at home.

As Gladys says, “It is five years since ITE4 was announced. Technology and society have advanced rapidly since then and it is high time the EDB to set up a task force to review the current education system and set out a timetable for ITE5.”

Teachers’ views

33.6% say they can’t manage students’ online learning progress well.

29.5% say they have difficulties using e-learning tools for teaching.

69.7% of schools prioritize more appropriate teacher training 45.9% of schools say better hardware for students is a priority.

“E-learning is just a tool. It will be useless if it is not used effectively. Teachers can also think about how to improve their teaching by using all the tools available to them.”

Ms Elsa Tsang, President Hong Kong E-Textbook Association

“Online classroom design allows many students to be involved in discussion and to give feedback to teachers, but it also encourages introverted students to express themselves.”

Ms Corina Chen, Principal Hong Kong University Graduates Association College

Note The terms ‘online learning’ and ‘e-learning’ are used interchangeably in this article. The EDB’s preferred term is e-learning and so this term was used in the study’s questionnaire.

Students’ views

60.4% say main problem is lack of home atmosphere conducive to learning.

56.7% have difficulty concentrating when trying to learn online.

46.8% say the effectiveness of their learning has deteriorated.

Students evaluate their confidence in e-learning at an average of 5.63 on a scale of 0-10 where 10 means very confident.

10.5% say they don’t have enough electronic devices to meet their needs for e-learning.

53.5% think that e-learning cannot replace face-to-face teaching.

Recommendations

A task force within the Education Bureau (EDB) is urgently needed to review the curriculum and make progress toward a Fifth Strategy on IT in Education (ITE5).

The EDB should reduce teachers’ contracted lesson hours and increase their training.

An IT coordinator is needed in all schools for long-term planning and execution of e-learning.

E-learning platforms should be used by schools to enhance communication and analyze data about students’ learning and progress.

Support from various sectors is needed for the continuous development of e-learning, especially for economically disadvantaged students.

Gladys Wong is a law student at the University of Hong Kong and an alumni of the HKFYG Leadership Institute. Derek Lee graduated from the same university and is now a self-employed entrepreneur. They joined the HKFYG Youth IDEAS think tank in 2020.

Report No. 50 HKFYG Youth I.D.E.A.S. Education group

Published title Enhancing Support for e-Learning in Schools Respondents

● 1,039 Hong Kong 12-19-year-olds ● 122 government, aided or direct subsidy scheme schools ● Five education sector experts