Abstract
This study focuses on the implications of blended learning for taught postgraduate education. It takes as its focus the pilot year of the MA History at the University of Northampton, which had been redesigned to blend online and face-to-face delivery. By employing a student researcher to canvass students’ views, the project evaluates the implications of the delivery mode for the specific skills associated with the discipline of History. As well as evaluating this particular programme, the project uses it as a case study to develop a transferable framework for blended learning. The article argues that both online and classroom delivery can develop the key skills associated with postgraduate study in History, but in significantly different ways, so combining them in an effective blend can offer a pedagogical enhancement.
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