Abstract:

Blended Learning is learner-centric as it puts students in the middle of the learning. This study investigates the extent to which Blended Learning is able to orient around “thinking and reflection, experience and activity, and conversation and interaction” (Dyke, 2007). The study will address these challenges. Furthermore, the “Harnessing Technology Strategy Review” reveals that “the possibilities ICT offers for teaching and learning are not fully exploited, particularly for creative and collaborative learning opportunities and for personalized, flexible learning” (Becta, 2006, 8). This paper explores the argument that the use of e-learning science resources can develop student’s creativity and inventiveness by focusing on learning activities that are problem and competence-based. Specifically, three e-learning interfaces – Rocketeer, DreamWorks, and i-Project, developed by the author, will serve as case studies for analysis. At its simplest, the Blended Learning framework can provide an open, interactive, and collaborative environment where the learning of science can be approached in a spirit of discovery and experimentation among students and teachers in a Hong Kong High School.

Keywords:

e-learning, virtual innovations, blended learning, instructional design, china.