Blended learning and postgraduate skills: rethinking MA History

Matthew McCormack, Natalie Hanley-Smith

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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.
Original languageEnglish
JournalEnhancing the Learner Experience in Higher Education
Volume7
Issue number1
DOIs
Publication statusPublished - 1 Oct 2015

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Blended Learning
history
post-graduate studies
student
classroom
education

Keywords

  • Blended learning
  • e-learning
  • postgraduate

Cite this

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Blended learning and postgraduate skills: rethinking MA History. / McCormack, Matthew; Hanley-Smith, Natalie.

In: Enhancing the Learner Experience in Higher Education, Vol. 7, No. 1, 01.10.2015.

Research output: Contribution to journalArticleResearchpeer-review

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