Blended Learning (BL) at HKUST is defined as a blend of online and face-to-face teaching aimed at enhancing student learning. Typically, students acquire fundamental, conceptual knowledge online and then apply, analyze, or evaluate this through active learning classroom activities to achieve higher-level learning outcomes. The online component of a blended course is usually delivered through a Learning Management System, and normally includes video lectures, online interactive activities, and online assessments. The face-to-face component on campus includes interactive exercises, group tasks, projects, or discussions. We recommend replacing 30-50% of contact hours with the online component for self-study and keeping the remaining 50-70% of contact hours for course instructors’ face-to-face teaching.

A MOOC (Massive Open Online Course) is a self-paced online course that HKUST offers to the public in strategic partnership with MOOC platforms, such as Coursera and edX. The online courses are open to global learners from various academic backgrounds, cultures, languages, and age groups. All course activities, including lectures, practice sessions, discussions, projects, and assessments, are primarily conducted online.

Up to HK$300,000 with one-third matching from the Department/Division. Clear justifications must be provided for the amount requested. If funding is intended to support teaching relief, a strong and convincing justification is necessary for it to be considered.

Up to HK$300,000 with 50% matching from the School. Clear justifications must be provided for the amount requested. If funding is intended to support teaching relief, a strong and convincing justification is necessary for it to be considered.

• Outcome-based: The proposal should demonstrate strong alignment among the course’s intended learning outcomes, assessments, and learning activities.
• Effective Use of Online Learning: The proposal should scaffold students’ fundamental and conceptual knowledge through guided learning sequences. Online activities should effectively prepare students for face-to-face interactions.
• Student Readiness: The proposal should clearly articulate a mechanism for providing feedback on students' self-study and ensure they are prepared to develop higher-order thinking skills in class.
• Effective Use of Face-to-Face Learning: The proposal should foster students’ higher-order thinking skills through a series of collaborative activities focused on knowledge application, analysis, or evaluation. Face-to-face activities should adequately prepare students for assessments.
• AI Readiness: The proposal should demonstrate how the course equips students with the skills necessary for thriving in an AI-enhanced world. This may include the integration of AI tools to support teaching and learning, activities designed to develop students’ domain-specific AI literacy, or the cultivation of essential generic skills for the AI era such as creativity, problem-solving, or ethical awareness.
• Criterion Referencing: The proposal should demonstrate that assessments are designed to evaluate students’ performance based on their attainment of the course's intended learning outcomes.
• Project Management: The proposal should include a clear and systematic design, development, and implementation plan that outlines how each milestone can be achieved and how the final target can be met.

• Content in high demand: According to our MOOC partners, there is a high demand among global learners for content areas such as AI Literacy and Data Analytics. Click here to see other in-demand topics.
• Outcome-based: The proposal should demonstrate strong alignment among the course’s intended learning outcomes, assessments, and learning activities.
• Learning Effectiveness: The proposal should scaffold learners’ fundamental and conceptual knowledge and foster their higher-order thinking skills through guided sequences of learning activities and assessments to achieve the course’s intended learning outcomes.
• Learner Readiness: The proposal should clearly articulate a mechanism for providing feedback on learners’ self-study and ensure they are prepared to progress to the next stage of learning.
• Reusable for Campus courses: The proposal should ensure that all developed materials can be used for campus courses through Blended Learning or Online Self-paced formats.
• Project Management: The proposal should include a clear and systematic design, development, and implementation plan that outlines how each milestone can be achieved and how the final target can be met.

• Significance of pedagogical implications for adopting BL in your course design
• Problems or opportunities to be addressed
• Target audience and number of beneficiaries
• Feasibility of the project timeline
• Plans for maintaining and sustaining the developed course(s)
• Knowledge transfer of lessons learned within/across departments

• Content in demand by global learners
• Problems or opportunities to be addressed
• Target audience
• Feasibility of the project timeline
• Plans for maintaining and sustaining the developed course(s)
• Knowledge transfer of lessons learned within/across departments