Blended learning and postgraduate skills: rethinking MA History

Authors

  • Matthew McCormack University of Northampton
  • Natalie Hanley-Smith University of Northampton

DOI:

https://doi.org/10.14234/elehe.v7i1.96

Keywords:

Blended learning, e-learning, postgraduate

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.

Author Biographies

Matthew McCormack, University of Northampton

Matthew McCormack is Associate Professor of History at the University of Northampton.

Natalie Hanley-Smith, University of Northampton

Natalie Hanley-Smith is a graduate of the University of Northampton, where she is currently studying for MA History.

References

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Published

2015-09-18

How to Cite

McCormack, M., & Hanley-Smith, N. (2015). Blended learning and postgraduate skills: rethinking MA History. Enhancing the Learner Experience in Higher Education, 7(1), 3–14. https://doi.org/10.14234/elehe.v7i1.96

Issue

Vol. 7 No. 1 (2015)

Section

Articles

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