Abstract
In the 2012 curriculum reform, an extra year was added to the typical university degree programme in Hong Kong, and this became a good opportunity to provide more structured General Education to students in all major disciplines. Although the mode, units allocation, and actual course content of these GE courses in local universities differ, what they share is a comprehensive coverage across knowledge areas: the arts, the social and natural sciences, and skill sets that students can apply in personal and professional life. The author of this article taught in a Hong Kong university that offers a General Education programme with courses designed and delivered by individual academic departments and supported by relevant administrative units. This article is a reflection on teaching a General Education course in the category of Healthy Lifestyle, open to full-time students of all disciplines, during the fall semester of academic year 2019-2020. During most of the semester, daily life in Hong Kong had been disrupted to different extents, and the emotional landscape across different population groups had been rugged. University students were also affected physically and emotionally during this time, the teaching and learning environment was challenging, and teachers had to create an appropriate teaching and learning experience in view of the external environment and the students’ internal emotional needs. This article shares some useful practices in employing e-learning during a time of unrest, to facilitate the teaching of healthy lifestyle to students. The learning outcomes achieved, as seen in some student work, encourage us to seek further ways to employ e-learning for more effective learning experience for new generations of students, especially in the area of affective learning.
Highlights
EMOTIONAL EDUCATION IN GENERAL AND SPECIFIC TIMESAfter more than 18 months of living with the Covid-19 pandemic, the global world is well aware of the significance of cultivating our resilience to face different life situations
While the medical profession is tasked with the job of creating a medical shield against diseases, we are all responsible for strengthening our emotional competence so that we can adapt to unexpected situations in life
Since Daniel Goleman’s publicising Emotional Intelligence in his book in 1995, attention to this aspect of human capability has resulted in changes in school curriculum, professional training, and many studies about ways of enhancement as well as impact on the way we lead our lives
Summary
EMOTIONAL EDUCATION IN GENERAL AND SPECIFIC TIMESAfter more than 18 months of living with the Covid-19 pandemic, the global world is well aware of the significance of cultivating our resilience to face different life situations. In the same year that Goleman published his Emotional Intelligence, McWhirter (1995) described his own psychoeducational groups for university students, to generally facilitate survival in the university, retention rate, and to enhance career exploration. He organised special theme groups such as disabled students and students who suffered from loneliness. These psychoeducational groups contributed positively to students’ well-being, and experiences such as these encouraged further exploration into how such training can become part of the regular curriculum
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