Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771156
Title: Design, implementation, and evaluation of a blended learning course in interview training for career counsellors in Switzerland
Author: von Euw, Roland
ISNI:       0000 0004 7656 8102
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2018
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Abstract:
In 2017, I introduced a blended learning course to a training programme for career counsellors in Switzerland. The course concerned interview techniques in an aptitude diagnostic setting. My main research question was: How does a blended learning course impact the training of three interview techniques in a programme for career counsellors in Switzerland? The aim of the project described in this thesis was to design, implement, and evaluate this blended learning course. My research makes three original contributions to the field. First, my research seeks to understand blended learning in the context of the training of career counsellors in Switzerland - a previously understudied area. Second, it bridges a gap in the literature by focusing on the three interview techniques that I taught on my course. Finally, my research makes use of a self-developed theoretical framework. This framework was used to design, implement, and evaluate the blended learning course. On the level of course design, I differentiated between input, process, and output variables. Additionally, I included institutional and macro environmental variables. Institutional variables were drawn from the New St. Gallen Management Model (Rüegg-Stürm, 2005). For macro-environmental factors, I used the well-known Politics, Economy, Society, Technology, Law, and Environment (PESTLE) framework. I collected data with six methods (a mix of both quantitative and qualitative methods): Tests taken by students both before and after the course, a learner characteristics questionnaire, a satisfaction survey, a group interview, individual interviews with experts, and a research diary. Statistical methods were used to analyse the quantitative data, and a thematic approach was applied to the qualitative data (Braun & Clarke, 2006). My research had impact on four levels. First, I improved my knowledge and experience with blended learning. Second, students benefited from an approach that is more effective than traditional face-to-face learning (see U.S. Department of Education, 2010). Third, my research provided insights for programme leaders about whether blended learning can be a valuable approach in other parts of their programme. Finally, the research contributed to the wider disciplinary knowledge on blended learning and the teaching of the featured interview techniques.
Supervisor: Vlachopoulos, Dimitrios ; Bolt, Susan Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.771156  DOI:
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