Interactive technology enhanced learning for social science students

Lectures in Austria

• do not include continuous assessment of coursework, compulsory exercises, & mandatory attendance
• students are expected to study course material & prepare for exams by themselves, independently outside of the class room

Scenario

-> change of learning patterns

• students learn about subject matter facts in class
• reflect on that on their own or guided through online exercises
• discuss with peers or teaching assistants on- and offline
• teaching assistants communicate the results of those discussions back to the teacher
• teachers include explanations in the next lecture

Courses in the joint introduction phase, winter semester 2010/2011 & summer semester 2011

JOINT INTRODUCTION PHASE

• interdisciplinary overview about social sciences theories, methodologies & contemporary debates
• learn about the disciplinary characteristics of the participating study programs

Facts

• till summer 2011 students had to complete the phase within one semester
• ~ 10% of student beginners are actually able to accomplish that
• new introduction phase in fall 2011 -> only 15 ECTS, but half of semester

-> public universities receive money for graduates

Why not seminars?

Modes of interaction in a blended learning environment

• seminars are much more expensive than large open lectures
• cost-intensive courses are offered to advanced students with a good chance to finish

INTERACTIVE LECTURE

-> students should be able to critically reflect on their choice of study

didactical model includes an interactive technology enhanced learning environment which consists of three elements:

• face-to-face lecture
• content pool with hypermedia learning material
• online course facilitated through Moodle

-> contribute to first-year students' orientation at university &

their social integration into this new learning environment

-> students choose from offers to learn continuously & develop study skills & generic competencies according to their very specific needs

The interactive lecture model

-> challenge to motivate students to use the provided learning elements & tools since all online exercises & course work are not mandatory

-> redesigning of courses by recalculating student work load

-> peer mentoring program supports students'

social integration in the new learning environment &

orientation in the introduction phase

Bologna

Universities in Austria

HISTORY

• replacement of the "Magisterium" degree with two-stage bachelor’s & master’s degrees
• introduction of ECTS
• etc.

• access to university education basically without restrictions
• virtually no student fees
• public universities funded mainly by the Austrian Federal Ministry for Education, Arts & Culture

• 2007 the social science study programs at the University of Vienna implemented joint introduction phase with core curriculum
• aiming to provide first-year students with an overview about the interdisciplinary character of the social sciences as well as their disciplinary specifics

CONTEXT & CHANGE

SocSci @ University of Vienna

• 1.900 first-year students start BA studies in political science, social and cultural anthropology & sociology each fall
• 17.600 students at the Faculty of Social Sciences
• 88.000 at University of Vienna

“I think the (teaching assistant) support is really great and it’s an excellent preparation for the final exam.” (first-year student)

• 47% of survey participants made use of optional supporting activities
• the teaching assistant support worked particularly well in preparing students for final exam

STUDENTS’ EVALUATION

Survey Results

• latest online survey: spring 2011 after winter semester 2010/2011 (n=320)

• intellectual development & increase of knowledge through joint introduction phase, but still
• lack of social integration & communication
• lack of connection to university & scientific practices

Interactive technology enhanced learning

for social science students

Philipp Budka, Claudia Schallert, Elke Mader

Dean’s Office Faculty of Social Sciences

University of Vienna, Austria

esowi.univie.ac.at

-> social science students are a distinct group

within the Austrian student population

teaching & learning conditions are challenging at the Faculty of Social Sciences of the University of Vienna:

• transnational policy guidelines in course of the Bologna process & their national implementation
• increasing student numbers, high student-teacher ratio & overcrowded class rooms
• >50% student beginners are working part-time in full-time study program
• 40% - 50% beginners enroll for at least a second study program

-> decreasing interaction & communication between students & teachers

PROBLEM

QUESTIONS

• how does a flexible, interactive technology enhanced learning model support students learning situation?
• what are the experiences & expectations of social science students within these new learning environments?

SocSci Students

-> up to 40% of social science students drop out

during the first year

• three years older than the average student beginner at Austrian universities (23)
• predominantly female
• interest in social phenomena as main study motivation

CONCLUSION

to create & facilitate interactive & flexible learning situations:

-> appropriate didactical model which fits the needs of the student population

-> utilization of digital technologies that allow for online communication & collaboration

-> successful learning model with strong & coherent integration of all elements

-> flexible learning model & supporting activities to adapt to new challenges