Abstract
The introduction of part-time studies contributed decisively to a wider acceptance of technical degree programmes at Campus Pinkafeld as their particular organisational design allows students to study alongside work and family commitments. As far as higher technical education is concerned, they provide constructivist-oriented pedagogic approaches to best prepare students for the workplace. In contrast to traditional behaviourist notions, constructivist frameworks allow for blended-learning settings which help implement learning scenarios based on open, technology-aided, learner-centred, self-directed and collaborative learning environments. Exploring some of these more progressive, process-oriented approaches to learning and teaching and the theory behind it are the primary aims of this paper.
Highlights
In line with the principles of the treaty of Bologna to converge higher educational systems towards a more transparent system, a re-organisation of the key area of study Energy and Environmental Management at Campus Pinkafeld started in 2004 to transform all 4-year diploma programmes into Bachelor’s and Master’s degree programmes
Not all lecturers and students are convinced of a constructivist framework from the start
The cause lies in the old educational system which emphasizes content memorization and individual student performance
Summary
In line with the principles of the treaty of Bologna to converge higher educational systems towards a more transparent system, a re-organisation of the key area of study Energy and Environmental Management at Campus Pinkafeld started in 2004 to transform all 4-year diploma programmes into Bachelor’s and Master’s degree programmes. A new constructivist-based didactic framework and its corresponding teaching methods and learning strategies had to be established to help the students acquire the relevant skills and competences for their future field of work. Both objectives could be achieved by technology-aided blended learning settings. They allow for a considerable reduction of f2f sessions and help implement new learning scenarios which are based on open, computer-aided, learner-centred, selfdirected and collaborative learning arrangements
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