A Symbolic Interactionist Study on Blended Learning in Hong Kong


Information and communication technology (ICT), such as computer, has been widely adopted in teaching and learning activities as a way of supplementing with conventional one-way pedagogy. The mixture of lecturing and ICT-mediated activities is usually referred as blended learning. However, there are considerations on rationale behind its adoption in enhancing students’ learning desires. Some support using blended learning to meet students’ learning needs. On the contrary, under competitive nature of knowledge society, others may cast doubt on its effectiveness when students put emphasis on acquiring qualifications and ignoring essence of education. In a sense, the discussion is about how and why students perceive blended learning in that manner. By understanding how the perception is mediated, educationalists can incorporate the mechanism when designing teaching and learning activities. As symbolic interactionism is one of the theories in understanding how one perceive surroundings, this paper borrows the theory and probes into how university students perceive blended learning and the way in shaping their perceptions. Through semi-structured interviews and observing undergraduate students in Hong Kong, this paper argues that some students may not perceive ICT as a medium to experience learning. Their perceptions towards blended learning can be mediated by the social desirable behaviours among people with whom they are interacting with. This paper calls forth educationists to take students’ surrounding social environment into consideration before rationalizing and effectively enhancing an adoption of blended learning.

Author Information
Shui Kau Chiu, The Hong Kong Polytechnic University, Hong Kong

Paper Information
Conference: ACEID2018
Stream: Challenges of new technologies

This paper is part of the ACEID2018 Conference Proceedings (View)
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Posted by James Alexander Gordon