October 2006 Volume 9 Number 4

Such comprehensive parallel virtual-institutional development is of questionable relevance to a traditional
residential campus university like HKU, whereas selected incorporation of online learning at course level within
the existing university structure may offer rewards. The Vice-Chancellor of Kingston University summarises:
Objectives
It is not clear that universities are well equipped for it [establishing virtual university developments]…
but universities are reluctant to be relegated to the supply chain. We want to be on top [as
initiators/owners], not on tap [as providers]…There is a world of difference between developing oncampus,
or near-campus, e-learning, and venturing into the global e-learning business. The first does
not challenge the core purposes of the university; the second may. (Scott, 2001, p.1).
There are two objectives to this exploratory examination. The first is to confirm through illustrative case study
that online learning environments, at course level, have the potential to address some of the education challenges
facing HKU. Of particular relevance are the development of skills required for life-long learning (especially with
regard to communication and critical thinking), and the provision of flexibility in teaching and learning in terms
of when and where teaching and learning takes place (in response to the changing student profile and numbers).
The second objective is to provide some empirically-based commentary as to where deficiencies exist that
impinge on HKU’s ability to embed online teaching and learning in response to these educational challenges.
Methods
The Case Examples
Illustrative case example online courses were established by the author to provide teacher and student experience
with online teaching and learning environments across a range of course contexts. These courses have now run
over several academic years.
Three courses in earth and environmental sciences have been developed, each with their own specific teaching
and learning objectives and requirements for student and teacher engagement in the online environment.
Importantly, in all courses, the use of technology is subservient to the pedagogical function. The online
component is intended to promote ‘student-centred’ learning, involving both independent learning and the
setting of learning goals by the student, and skills acquisition and development, specifically communication
(teacher–student and student-student interaction), critical thinking, synthesis and language skills. All courses
feature inbuilt synchronous (forum) and asynchronous (chat rooms) communication tools. Course assessment is
tied to measurable outcomes in these areas and across all course components.
Hong Kong’s Natural Environment (HKNE), is offered as a trans-faculty ‘broadening’ course, and was first
made available in 2002-2003. Broadening courses were introduced as a compulsory curriculum element to
provide students with non-specialist exposure to studies outside of their degree programme.
HKNE utilizes ‘blended’ teaching and learning environments, involving online and field-based study, supported
by classroom seminars. In this course, online study involves independent examination of web-provided course
content and parallel participation in group-based discussions using the course forum (bulletin board). The
discussion topics are set by the teachers and require that students use other resources to support their learning of
these. The teacher’s role in the online discussions is facilitative. An intensive 3-day field camp provides
experiential learning about the HKSAR environment and field skills development that is otherwise unavailable
by either traditional lecture-based or exclusively online pedagogies. The enrolment quota for this course has
been increased from and initial 45 students in 2002-2003 to 90 students in 2004-2005, reflecting teacher
confidence in the effectiveness of the modes of instruction.
Geohazards is a modular short-course developed through international teaching collaboration with Massey
University (NZ). It was first made available in 2000-2001 and has run annually. Since its inception, it has
undergone two revisions (of structure and content) based on teacher and student feedback.
Geohazards is offered to three distinct groups of students in a dominantly ‘distance education’ mode, with
physical resources for extension and support tutorials being made available through the teachers in their
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