learning - Academic Conferences Limited

Bridging the Gap – From Teacher to eTeacher
Andrea Kelz
University of Applied Sciences Burgenland, Campus Pinkafeld, Austria
andrea.kelz@fh-burgenland.at
Abstract: Virtual learning environments have become part of nearly every educational programme in higher and
further education. Hence, competent teachers, tutors and trainers are a major key to success in higher education
and need a thorough grounding in how to design, produce, use and evaluate e-learning and blended learning
resources. But how do teachers actually gain the skills and insights you need to practice e-learning and blended
learning effectively and efficiently and how do they develop a critical understanding of the pedagogical issues
involved in the design, development and implementation of e-learning in their professional context? This paper
focuses on the support offered to acquire and extend the skills needed to “teach online” from the institutional
point of view of an Austrian university of applied sciences. It is shown in what way an institution tries to support
teachers to gain the know-how to “transform” their teaching methods, to support them to make effective use of
learning management systems and the web as an educational resource. Finally, the paper refers to what kind of
nationwide training is offered to university teachers to develop the competencies needed to teach online
effectively.
Keywords: e-teaching, e-qualifications, train the trainer, professional development
1. Starting point
In line with the principles of the treaty of Bologna to converge higher educational systems towards a
more transparent system, a transformation of all diploma programmes at Campus Pinkafeld into
bachelor’s and master’s degree programmes started in 2004. Since then Campus Pinkafeld has been
offering part-time degree programmes using a blended learning approach, allowing for a combination
of on-site and off-campus study modules. Our part-time students can pursue degrees in two core
competences, either in energy and environmental management or in health management and health
promotion. In addition, students without an ‘A’ level equivalent may qualify to study at our university of
applied sciences if they pass the accreditation examination in the required subjects. Similar to our
bachelor’s and master’s part-time courses the preparatory courses for the required subjects are also
based on a blended learning approach (cf. Walitsch 2008). Generally, all students at Campus
Pinkafeld enjoy the same level of academic assistance, regardless of whether they opt to study full- or
part-time. The 250 full-time students use the infrastructure of the campus and its adjoining technology
centre Monday through Friday while the 350 part-time students complete their programmes through
blended learning, which mixes a schedule of on-campus studies on weekends with additional studies
using an internet-based platform. This resulted in the overall reduction of the amount of on-site
teaching hours by at least one third.
The overall design of the part-time programmes at Campus Pinkafeld implies two major organisational
differences. First, courses only take place at weekends and second, the amount of face-to-face
teaching was reduced by about one third. Offering part-time programmes only at weekends, i. e.
Friday afternoons and Saturdays, contributed decisively to a wider acceptance of the technical degree
programmes in the field of energy and environmental management as they do not only enable more
local people to continue to work alongside their studies but also allow people living in remote areas to
participate in the degree programmes. Second, a new constructivist-based didactic framework and its
corresponding teaching methods and learning strategies were established to help part-time students
acquire the relevant skills and competences for their future field of work. Both objectives could be
achieved by technology-aided blended learning settings as they allow for a considerable reduction of
face-to-face sessions and help implement new learning scenarios which are based on open,
computer-aided, learner-centred, self-directed and collaborative learning arrangements.
2. Blended learning strategy in general and didactic framework in particular
Within the part-time degree programmes at Campus Pinkafeld blended learning is the term used to
describe learning activities based on a combination of traditional face-to-face with computer and webbased
online learning settings, multiple theories of learning and pedagogic approaches and a variety
of media and tools employed in face-to-face and virtual learning environments, including traditional
print materials as well as all kinds of technology-based materials and activities. The constructivistbased
didactic approaches and their corresponding teaching methods and learning strategies
pursued at Campus Pinkafeld are supposed to successfully help the students acquire the relevant
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