E-Learning Strategies in Technical Part-Time Studies at Campus Pinkafeld – A Moderate Constructivist Approach to Learning and Teaching

Authors

  • Andrea Kelz FH-Studienzentrum Pinkafeld, SteinamangerstraÃ?e 21, A - 7423 Pinkafeld

DOI:

https://doi.org/10.3991/ijac.v2i1.800

Keywords:

blended learning, collaborative learning environments, constructivism, technical education, part-time studies

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.

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Published

2009-01-26

How to Cite

Kelz, A. (2009). E-Learning Strategies in Technical Part-Time Studies at Campus Pinkafeld – A Moderate Constructivist Approach to Learning and Teaching. International Journal of Advanced Corporate Learning (iJAC), 2(1), pp. 25–30. https://doi.org/10.3991/ijac.v2i1.800

Issue

Section

Special Focus Papers