Scottish and Austrian Perspectives on Delivering a Master's

Abstract

This article explores the transition in course delivery from a paper-based format to blended learning, and highlights the role of the virtual learning environment (VLE) in this process. Professional practice in postgraduate programmes in particular is investigated during this transition stage at the University of Dundee (UoD) in Scotland, and the University of Applied Sciences Technikum Wien (UASTW) in Austria. In this transition, UoD is developing and implementing a ‘Master's Framework’ supported by the VLE, ‘MyDundee’, which is built on the Blackboard e-learning platform. Similarly, UASTW is exploiting the Campus Information System (CIS) based on the open-source e-learning platform Moodle. Although the methods used to promote and practise e-learning differ at the two universities, their common aim is to support students' and professionals' learning when face-to-face contact time between students and tutors is significantly reduced. The use of collaborative and peer-assessed tools like e-portfolios, newsletters, discussion forums, Wikis and group puzzles are used as means of satisfying a delivery model which reflects socially constructivist principles of learning.

Keywords

virtual learning environment blended learning distance learning online courses postgraduate programmes

Get full access to this article

View all access options for this article.

References

Carr

Kemmis

(1986), Becoming Critical: Education, Knowledge and Action Research, Falmer, Lewes.

Ciani

K.D.

Summers

J.J.

Easter

M.A.

Sheldon

K.M.

(2008), ‘Collaborative learning and positive experiences: Does letting students choose their own groups matter?’, Educational Psychology, Vol 28, No 6, pp 627–641.

Elliott

(1991), Action Research for Educational Change, Open University Press, Buckingham.

Harrison

J.K.

Lawson

Wortley

(2005), ‘Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice’, Reflective Practice, Vol 6, pp 419–441.

Lowry

P.B.

Roberts

T.L.

Romano

N.C.

Jr Cheney

P.D.

Hightower

R.T.

(2006), ‘The impact of group size and social presence on small-group communication: Does computer-mediated communication make a difference?’, Small Group Research, Vol 37, No 6, pp 631–661.

Mulholland

Scammell

Turnock

Gregg

(2005), ‘Making practice-based learning work’, www.practicebasedlearning.org/report/docs/S5-final.pdf. Accessed 12 October 2008.

Papastergiou

(2007), ‘Use of a course management system based on Claroline to support a social constructivist inspired course: A Greek case study’, Educational Media International, Vol 44, pp 43–59.

Pucher

R.K.

Mense

Wahl

Schmöllebeck

(2003), ‘Intrinsic motivation of students in project based learning’, Transactions of the SA Institute of Electrical Engineers, Vol 94, No 3, pp 6–9.

SESWCE (2008), Master of Education, Report, School of Education, Social Work and Community Education (SESWCE), University of Dundee, Dundee.

10.

Sheridan-Thomas

H.K.

(2006), ‘Theme and variations: One middle school's interpretation of mandated action research’, Educational Action Research, Vol 14, No 1, pp 101–118.

11.

Stubbs

Martin

Endlar

(2006), ‘The structuration of blended learning: Putting holistic design principles into practice’, British Journal of Educational Technology, Vol 37, pp 163–175.

12.

Topping

K.J.

(2009), ‘Peer Assessment’, Theory into Practice, Vol 48, No 1, pp 20–27.

13.

University of Dundee, (2006), Learning and Teaching Strategy 2006–2010, University of Dundee, Dundee.

14.

Van den Bossche

Gijselaers

W.H.

Segers

Kirschner

P.A.

(2006), ‘Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviour’, Small Group Research, Vol 37, pp 490–521.

15.

Vygotsky

L.S.

(1978), Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, London.

16.

Wahl

Mense

Nimmervoll

Pucher

R.K.

Gollner

Schmöllebeck

(2008), ‘An innovative combination of non traditional teaching methods for learning in small groups’, Proceedings of the International Conference PBL2008 ABP, Colima, 30 January–1 February.

17.

Wahl

Pucher

R.K.

Hofmann

Mense

Gollner

Schmöllebeck

(2006), ‘Handle team changes in student projects – the example of the Vienna Cubes’, Proceedings of the International Conference PBL2006 ABP, Lima, 17–24 July.

18.

Westhues

Lafrance

Schmidt

(2001), ‘A SWOT analysis of social work education in Canada’, Social Work Education, Vol 20, No 1, pp 35–56.