Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering

Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master’s programme in engineering developed and delivered simultaneously online and on campus. Course eval...

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Autor principal:	Oleg Popov
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	Activity theory distance education higher education pedagogy qualitative research Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/6670e3faa04e400b98295e334a61c1ea
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id	oai:doaj.org-article:6670e3faa04e400b98295e334a61c1ea
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spelling	oai:doaj.org-article:6670e3faa04e400b98295e334a61c1ea2021-12-02T19:26:05ZTeachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering10.19173/irrodl.v10i3.6691492-3831https://doaj.org/article/6670e3faa04e400b98295e334a61c1ea2009-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/669https://doaj.org/toc/1492-3831Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master’s programme in engineering developed and delivered simultaneously online and on campus. Course evaluations, questionnaires, and interviews with the programme teachers were the main instruments used in this study. Activity theory was used as a theoretical framework for data collection and analysis. The study evidences the nature of problems experienced by on-campus and distance students as well as conflicts of interest and expectations existing between these two student groups. Teaching simultaneously in two modes demands extra effort from the course teachers, who are aware of the problems related to pedagogical communication needed by both groups. Though teaching in the dual mode offers economic benefits for the department, the simultaneous mode of teaching is experienced as problematical by both groups of students, with distance students appearing to be more disadvantaged in the programme.Oleg PopovAthabasca University PressarticleActivity theorydistance educationhigher education pedagogyqualitative researchSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 3 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Activity theory distance education higher education pedagogy qualitative research Special aspects of education LC8-6691
spellingShingle	Activity theory distance education higher education pedagogy qualitative research Special aspects of education LC8-6691 Oleg Popov Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
description	Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master’s programme in engineering developed and delivered simultaneously online and on campus. Course evaluations, questionnaires, and interviews with the programme teachers were the main instruments used in this study. Activity theory was used as a theoretical framework for data collection and analysis. The study evidences the nature of problems experienced by on-campus and distance students as well as conflicts of interest and expectations existing between these two student groups. Teaching simultaneously in two modes demands extra effort from the course teachers, who are aware of the problems related to pedagogical communication needed by both groups. Though teaching in the dual mode offers economic benefits for the department, the simultaneous mode of teaching is experienced as problematical by both groups of students, with distance students appearing to be more disadvantaged in the programme.
format	article
author	Oleg Popov
author_facet	Oleg Popov
author_sort	Oleg Popov
title	Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
title_short	Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
title_full	Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
title_fullStr	Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
title_full_unstemmed	Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering
title_sort	teachers’ and students’ experiences of simultaneous teaching in an international distance and on-campus master’s programme in engineering
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/6670e3faa04e400b98295e334a61c1ea
work_keys_str_mv	AT olegpopov teachersandstudentsexperiencesofsimultaneousteachinginaninternationaldistanceandoncampusmastersprogrammeinengineering
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Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering

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