In recent years, the development of e-Learning has become a major trend in the education sector and the pandemic has driven the industry to explore the possibilities of "blended learning", combining e-Learning with face-to-face classes. With the generous donation from the Hong Kong Jockey Club Charities Trust, Hong Kong Baptist University (HKBU) and The Chinese University of Hong Kong collaborates to launch the Jockey Club “Blended Learning” Project, for three years （September 2022 to August 2025）, aiming to consolidate the blended learning model in local primary and secondary schools, thereby encouraging students’ self-directed learning.

The Jockey Club “Blended Learning” Project is an extension of the Jockey Club “Flipped Learning” Pilot Project, which successfully attracted 32 secondary schools to join as partner schools and implement flipped learning in English and Mathematics classes with positive feedback. During the pandemic, the widespread shift to online teaching and learning had drastically changed the mode of education. Both teachers and students in Hong Kong experienced different levels of stress and challenges. Therefore, the project team reflected on how to make teaching more adaptable in the new normal of teaching, while keeping students positive and self-motivated.

Dr. Theresa Kwong, project leader and Director of Centre for Holistic Teaching and Learning of HKBU, said that "blended learning" is a teaching model that combines face-to-face classes and e-Learning, allowing students to learn through both physical classes and online platforms. However, the implementation of "blended learning" does not simply involve adding digital elements to the traditional teaching, but requires careful planning, adjustment of course content, and redesign of teaching strategies and assessment methods in order to integrate face-to-face and online learning, which is a great challenge for the frontline teachers.

The project team hopes to extend the experience gained from the pilot project to more schools and subjects. Through systematic and professional teacher development, peer-mentoring, diverse learning resources and public promotion, the development of blended learning can be more comprehensive and sustainable. Please click here for more details.