Can eLearning Enhance Practice-Based Design Courses?

In recent years the focus for UK Higher Education has been on improving student experiences; technology has played a crucial role in transforming the curriculum, evidenced in a series of initiatives funded by the Joint Information Systems Committee (JISC) (HEFCE, 2009). The adoption of online learning and teaching techniques on practice-based courses, within the field of art and design, have often been seen as controversial, due to the vocational nature of the discipline. This paper seeks to understand, through the application of action research, what affect the incorporation of blended learning has had on the professional practice element of a practice-based course and compare students' responses to results published by one of JISC's completed programmes, 'Learner Experiences of eLearning.' (JISC, 2009) Objectives To identify how a blended programme of eLearning and face-to-face teaching of business and professional practice can support and enhance learning in design-led practice-based courses To understand how the eLearning method of teaching delivery can contribute to flexibility of learning in design-led practice based courses. To identify areas where such an approach contributes to the best use of resources in response to the impact of socio-economic conditions on the education sector. Work to be carried out To design and live test the delivery of a business and professional practice programme using a blend of eLearning and face-to-face teaching. To identify the perceived/real benefits and limitations of such an approach by the analysis of interviews/focus groups/questionnaires with students and staff from the School of Architecture and Design at the University of Brighton. To identify the elements of course delivery that best suit an online approach and those that are more suited to a face-to-face model. To identify the key resources required for this eLearning method of delivery and how they differ from those required for a more traditional face-to-face approach. Compare cohorts who have adapted to the blended learning model of teaching from the more traditional face-to-face learning, with those who have experienced blended learning from the beginning of their course. [ABSTRACT FROM AUTHOR]