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PurposeThe current Internet Outlook of the OECD states that e‐learning has the potential to revolutionise education and learning – if complemented by suitable didactic approaches. Therefore, the situation of e‐learning is analysed from a student's perspective with focus on a new master program in Global Studies. The purpose of this paper is to give an overview of the use of ICTs within Global Studies compared to other fields of study.Design/methodology/approachThe empirical basis of this paper is one online survey for students of Global Studies Graz and personal interviews with students' representatives of three different courses of studies at the University of Applied Sciences in Graz and at the University of Vienna.FindingsAlthough the intensity of e‐learning technologies is relatively low in Austria as compared to other OECD countries, several courses within the master curriculum of Global Studies Graz use innovative e‐learning techniques at several levels. The level and intensity of ICT usage in Austria reflects the interests of students: around 60 percent prefer ICTs as amendment to traditional teaching methods. Only around 7 percent demand a higher supply of pure online courses.Practical implicationsThe findings of this paper can be helpful especially for universities that intend to initiate a master program on global equity, multiculturality, social inclusion, global development, or globalisation.Social implicationsThe findings show that students in Austria prefer on‐campus contact with students and lecturers. Nevertheless, in cases where e‐learning increases the quality of lectures and their academic outcomes, it is preferable from a student perspective to further promote the use of ICTs in tertiary education.Originality/valueAuthentic results of student experiences and approaches such as the present analysis are important in order to improve the quality of Global Studies and other similar academic programs. |
