Interactive technology enhanced learning 
for social science students 
 
PROBLEM
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
Philipp Budka, Claudia Schallert, Elke Mader
Dean’s Office Faculty of Social Sciences
University of Vienna, Austria
esowi.univie.ac.at
HISTORY
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
-> up to 40% of social science students drop out 
during the first year
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?
CONTEXT & CHANGE
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
access to university education basically without restrictions
virtually no student fees
public universities funded mainly by the Austrian Federal Ministry for Education, Arts & Culture
JOINT INTRODUCTION PHASE
replacement of the "Magisterium" degree with two-stage bachelor’s & master’s degrees
introduction of ECTS
etc. 
-> redesigning of courses by recalculating student work load
interdisciplinary overview about social sciences theories, methodologies & contemporary debates
learn about the disciplinary characteristics of the participating study programs
-> students should be able to critically reflect on their choice of study
-> contribute to first-year students' orientation at university & 
their social integration into this new learning environment
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
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
-> change of learning patterns
seminars are much more expensive than large open lectures
cost-intensive courses are offered to advanced students with a good chance to finish
-> public universities receive money for graduates
INTERACTIVE LECTURE
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
Courses in the joint introduction phase, winter semester 2010/2011 & summer semester 2011 
Modes of interaction in a blended learning environment
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
-> challenge to motivate students to use the provided learning elements & tools since all online exercises & course work are not mandatory 
-> students choose from offers to learn continuously & develop study skills & generic competencies according to their very specific needs
STUDENTS’ EVALUATION 
latest online survey: spring 2011 after winter semester 2010/2011 (n=320)
three years older than the average student beginner at Austrian universities (23)
predominantly female
interest in social phenomena as main study motivation
intellectual development & increase of knowledge through joint introduction phase, but still
lack of social integration & communication
lack of connection to university & scientific practices
-> peer mentoring program supports students' 
social integration in the new learning environment & 
orientation in the introduction phase 
“I think the (teaching assistant) support is really great and it’s an excellent preparation for the final exam.” (first-year student) 
-> social science students are a distinct group 
within the Austrian student population
47% of survey participants made use of optional supporting activities
the teaching assistant support worked particularly well in preparing students for final exam
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
The interactive lecture model
Bologna
Universities in Austria
SocSci @ University of Vienna
Lectures in Austria
Why not seminars?
Facts
Scenario
SocSci Students
Survey Results