The pandemic forces students to stay home and learn online. For those who do not want to lag behind, they must learn to practice self-directed learning. Regardless of the pandemic, self-directed learning is considered an essential 21st century skill that enables learners to deal with ever-changing complex life and work environments. Knowles (1975) describes it as “a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating appropriate learning strategies, and evaluating learning outcomes.” Knowles provides a comprehensive model of self-directed learning which includes three overlapping dimensions: self-management, self-monitoring, and motivation. Inspired by the model, we developed a new learning management system to support self-learning and flipped learning in Hong Kong. Hundreds of videos were produced for the junior secondary level Mathematics and English subjects and archived in the learning system. To help students self-manage their learning, a personalized dashboard is created for students to review their learning progress on the roadmap and visibly see how far they are from achieving the milestones. For self-monitoring, questions will be inserted into the videos to help learners reflect on their performance. If the answers are wrong, the system will automatically suggest them to revisit a certain part of the video or do some related exercises. To maintain motivation, electronic badges will be awarded to students who fulfilled specific learning tasks. This presentation elaborates on the learning system designs and how it facilitates a self-learning challenge in Hong Kong with 1,300 students participated.
Ka Man Lau, The Chinese University of Hong Kong, Hong Kong
Paul Lam, The Chinese University of Hong Kong, Hong Kong