Tel: 2919 1436 | Fax: 2904 7479 | E-mail: |
default logo

Incorporating e-Learning Resources in Learning and Teaching

e-Resource_banner 2

Why Are e-Learning Resources Important in the Learning Process?

Millennial learners who grow up in the digital age are more inclined to learn with the advanced technologies through which massive online information and resources with attractive and interactive multimedia could affect the learning process.

Contemporary learning and teaching pedagogies, such as blended learning, flexible learning, problem-based learning and gamification, together with the use of e-Learning resources could enhance and enrich the learning experience by engaging students in learning through collaboration and interaction with prudent learning activities for building up subject knowledge and skills.

Flexible and Blended Learning with e-Learning Resources

Blended learning is the pedagogical model in which traditional learning is integrated with web-based online approaches (Oliver & Trigwell, 2005). With the support of e-Learning technologies and resources, learning is no longer limited to the face-to-face classroom, but anytime and anywhere.

With the presence of flexible and online learning materials, students are encouraged to learn basic knowledge and concepts prior to lessons through technologies such as online lecture videos and quizzes. Class time is then freed up for collaborative work or active peer discussions. Active reflections and feedback after lesson could be conducted through the handy online discussion forum and blog. These flexible and blended learning activities are conducive for shifting learning back to student-centred. Students could be engaged in the pre-class, in-class and post-class activities and become the contributors of their own learning journey.

With appropriate supplement of e-Resources, blended learning approach could be well addressed in the Bloom’s Taxonomy Model as shown in Figure 1. The elementary competence of “remembering” and “understanding” could be developed in pre-class activities such as watching short video lectures and studying online readings; which prepare students with underlying knowledge for meaningful contribution back to the class.

As the cognitive domains of “applying” and “analysing” are valued and stipulated as the main competences that students need to acquire in vocational and professional education and training (VPET), more teaching time and efforts should be paid in the in-class activities such as peer discussions and collaborative group projects, to create room for students’ interactive learning and the mastery of knowledge and skills. Students are encouraged to participate actively through using e-Learning apps, quizzes and voting systems in the class activities. To enhance both learning and teaching, teachers would be able to differentiate students’ learning difficulties and cater for their learning’s needs through observing students’ performances in the In-class activities.

The top level of “evaluating” and “creating” could be fostered through post-class activities such as online assessments and/or projects designed to further enhance students’ knowledge consolidation, self-reflection and build up connections with the next subject matter.

Figure1: Blended Learning with Bloom’s Taxonomy Learning Model
(Image Courtesy of CLT, 2017)

Successful Implementation of Flexible and Blended Learning with e-Learning Resources

E-Learning resources could be in many forms such as videos and reading materials, yet they could not be used as a standalone method to enhance students’ learning. With the support of relevant teaching pedagogies and well-structured teaching plan together with appropriate learning activities, learning aims are to let students be engaged and motivated via active and collaborative learning processes so as to enhance their learning experience and efficiency. Therefore, teachers could restructure the curriculum hours and self-study hours into sections of pre-class, in-class and post-class activities according to the learning progress and needs of individual class by reviewing the module syllabus, scheme of work, lesson plan and the possessed e-Learning resources. To faciltate teachers’ planning, an e-Resource’s checklist (Figure 2) is suggested to use as a blueprint to organise on e-Learning resources and EduTech tools for the flexible and blended activities during pre-class, in-class and post-class.

Figure 2: Checklist for Flexible & Blended Learning Activities with e-Learning Resources
(Image Courtesy of CLT, 2017)

Students should be well-informed about the new learning and teaching practice before the implementation. Teachers should prepare students with learning guidelines and e-Technologies being used throughout the learning journey. Demonstrations of the learning patterns, the use of e-Technologies and e-Resources are necessary for the smoothness in blended and flexible learning and teaching. Moreover, cultivating students with a positive attitude; to be responsible for their preparatory work and active contribution in in-class activities are equally important. Last but not least, teachers should adjust the activities from time to time to accommodate the learning progress and needs of students when undergoing the new teaching approach.

Why not try incorporating the e-Learning resources and interactive teaching approaches into your classroom and inspire your students with a brand-new learning experience!

To promote the use of e-Resources in learning and teaching, Centre for Learning and Teaching (CLT) has conducted a pilot run to incorporate the e-Resources in flexible and blended learning. Please do not hesitate to contact CLT’s e-Learning Team (Dr William Leung (SEDO) at or Ms Ciny Lau (Ag EDO) at for enquiries and comments.


Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed?. E-learning and Digital Media, 2(1), 17-26.





混合式學習法是結合傳統教學與網上學習的教學模式 (Oliver & Trigwell,2005)。在電子學習科技及資源的輔助下,學習不再局限於教室中的面授教學,而是隨時隨地都可進行。


適當地運用電子學習資源,令「混合式學習」更有效地針對布魯姆的學習層次(Bloom’s Taxonomy)(圖一),培育學生能力。學生可通過各項課前活動,如觀看網上講課短片及閱讀網上教材等,來學習學科的基礎知識 ,從而增強「認知」及「理解」等基礎能力,並有助他們於其後的課堂活動中作出有意義的回饋。









教學中心已展開了以電子學習資源融入靈活及混合式學習的計劃,以推動電子學習資源在學與教的應用。如有任何查詢或意見,請聯絡教學中心電子學習組梁天華博士(高級教育發展主任) ( 或劉倩怡女士 (署理教育發展主任) (。


Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed?. E-learning and Digital Media, 2(1), 17-26.

Also see :

Content and Language Integrated Learning (CLIL)
融入學科內容的語文學習 (CLIL)

Mentoring: Fertilising Students to Grow and Achieve Goals