Reflections on Blended Learning: A Case Study at the Open University of Hong Kong

Abstract

Teaching presentation skills is by no means an easy task. To teach such skills effectively, a teacher must help the students to learn how to (1) design and organize the presentation contenteffectively; (2) strengthen their verbal and nonverbal communication skills;and (3) master the use of visual aids. Often, the traditional face-to-face classroom setting falls short when the lecturer has to teach more than 100 students how to observe small details of body language and vocal skills. In this case, a blended learning mode — a hybrid of face-to-face and online learning — may be a better option than a pure face-to-face learning mode (Fang, Chow & Soo, 2012). The purpose of this paperis to demonstrate how blended learning can be implemented to teach university students' presentation skills. In the spring term of 2013, ENGL A122F: Presentation Skills, a five-credit course for full-time undergraduate students, was first delivered via a blended learning approach at the Open University of Hong Kong. Attempting to combine the best features of the online and face-to-face modes of teaching, the blended delivery course incorporated video and interactive web-based components into the course outline. In this paper, I share my experience of how presentation skills can be taught through video lectures and assessed through the online learning environment (OLE), alongside traditional teacher-led lectures and tutorials. Also, I discuss how the blended learning approach, compared with the traditional face-to-face teaching mode, can not only facilitate propositional knowing, but also help learners to achieveexperiential knowing, and presentational knowing (Heron & Reason, 2006). Last but not least, the paper reflects on students' feedback, as well as the challengeswhen implementing the blended learning mode.

Keywords

• blended learning
• presentation skills
• higher education
• experiential knowing
• presentational knowing