Online resource-based learning environment: Case studies in primary classrooms

As a preliminary study of teachers’ use of RBeLEs to create learning environments, the cases of three primary teachers (Teacher A, Teacher B and Teacher C) and their upper primary classes consisting 26-30 pupils were involved. The teachers had experience in using online resources to teach and were introduced the RBeLEs framework at a one-hour workshop held by the researcher.

With reference to the framework, each of the teachers created a 90-minute science-related lesson. Teacher A created “Climate in China”(T01), Teacher B “Connection and movements of bones”(T02), and Teacher C “Hong Kong climate”(T03). Except the lesson by Teacher A was conducted in a computer laboratory where each pupil used one desktop computer, the other two lessons were conducted in ordinary classrooms where pupils sat in groups of 3-4 and shared one notebook computer.

Content analysis of the teaching designs were conducted to identify teachers’ choices for each component of the RBeLEs. The underpinning rationale and the post-lesson reflection on the designs by the teachers were captured by interviews with the teachers and pupils’ feelings about learning in the RBeLEs from post-lesson interviews with individual pupils in the focus groups. All interviews sessions were semi-structured, audio-recorded, and later transcribed and analysed.