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Taxonomy Term : Flexible Learning

Education for knowledge era : open and flexible learning

Authorship Details
Swamy, V.C. Kulandai.
Publication Details
Resource Type: 
Book
Publication Date: 
2002
Publisher: 
Kogan Page
Pagination: 
167
ISBN / ISSN: 
8175541784

500 tips for open and flexible learning

Authorship Details
Philip Race
Publication Details
Resource Type: 
Book
Publication Date: 
1998
Pagination: 
172
ISBN / ISSN: 
0749424109
Summary

With diminishing resources combined with greater numbers of students in higher & further education, hard-pressed teaching staff are increasingly turning to open & flexible learning to deliver selected parts of the curriculum. Desktop publishing allows rapid production of open learning materials but there is nothing that provides practical, immediate & accessible help to the wide range of people involved in designing, supporting & delivering open learning. This book aims to fill that gap & will help people involved in designing, supporting & delivering open learning.

Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

Authorship Details
Hill, Janette
Publication Details
Resource Type: 
Article
Summary

The purpose of this article is to explore the key features of flexible learning environments (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies and techniques for becoming a successful learner and facilitator in FLEs are presented. (Author's abstract)

Learning and the ‘F’ Word

Authorship Details
Ian Hart
Publication Details
Resource Type: 
Article
Publication Date: 
June 2000
Publication Title: 
Educational Media International
Publisher: 
Routledge
Volume: 
37
Issue or Number: 
2
Pagination: 
98-101
Summary

Flexible learning is the catch cry of the moment. Is it a clearly articulated educational strategy or no more than the repackaging of strategies to attract fee-paying adult learners? The paper lists eight principles that underlie the philosophy of flexible learning and discusses their implications for a university. The principles are: flexible access, recognition of prior learning, flexible content, flexible participation, flexible teaching and learning methods, flexible resources, flexible assessment and ongoing evaluation. [ABSTRACT FROM AUTHOR].

Rethinking Flexible Learning in a Distributed Learning Environment: A University-Wide Initiative

Authorship Details
Rob Phillips
Rick Cummings
Kate Lowe
Diana Jonas-Dwyer
Publication Details
Resource Type: 
Article
Publication Date: 
Sept 2004
Conference Name: 
Educational Media International
Volume: 
41
Issue or Number: 
3
Pagination: 
195-2005
Summary

This paper is a case study of the impact of ICT on the teaching and learning environment at Murdoch University in Perth, Western Australia, where the convergence of distance and campus-based education is changing the teaching environment in ways impossible prior to the development of ICT. Specifically, the paper will explore issues which have arisen from the implementation of a new flexible unit model which focuses on student access to rather than delivery of unit materials. The issues identified in a pilot of the new approach include: rethinking how students access learning resources; streamlining print materials provided to students; implementing an online lecture recording and streaming solution; and providing assessment which is equivalent whether taken on-campus or online. These issues are not unique to Murdoch, but the integrated approach to resolving them offers a financially attractive means to achieve both reform and improved quality. [ABSTRACT FROM AUTHOR].

Flexible learning technologies and distance education: a teaching and learning perspective

Authorship Details
Aleksandar Subic
Don Maconachie
Publication Details
Resource Type: 
Article
Publication Date: 
Mar 2004
Publication Title: 
European Journal of Engineering Education
Volume: 
29
Issue or Number: 
1
Pagination: 
27-40
Summary

The number of distance education providers and learning options has increased rapidly in recent years with the emerging flexible learning technologies. The main challenge facing Australian and other universities aiming to deliver distance education programmes nationally or internationally is to find economical ways to encourage and enable effective learning at a distance and at the student's own pace. It will be discussed in this paper that this challenge cannot be met by computer technology alone, but rather by integrating this technology within flexible learning approaches based on the universality of learning processes and teaching and learning approaches that encourage deep learning. The article focuses on the question of quality in distance education and how quality relates to student learning and flexible learning technologies used for this purpose. A particular student-centred model for flexible learning that is based on this paradigm of quality is presented. The implementation of this model is discussed in greater detail using the experiences of the RMIT Mechanical Engineering distance education programme offered in Singapore and Hong Kong. [ABSTRACT FROM AUTHOR].

A M-E (Mobile-Elearning) Adaptive Architecture to Support Flexible Learning

Authorship Details
Santally Mohammad Issack
Mussawir Hosany
Ramsawok Gianeshwar
Publication Details
Resource Type: 
Article
Publication Date: 
Apr 2006
Publication Title: 
Malaysian Online Journal of Instructional Technology (MOJIT)
Volume: 
3
Issue or Number: 
1
Pagination: 
19-28
Summary

This paper describes the M-E adaptive architecture designed to blend mobile and e-learning
in a single integrated computer-based infrastructure. A prototype application has been
developed that consists of three main components namely the web-based interface, the
mobile access interface, and the adaptation mechanism that is used to provide just-in-time
tailored content according to students’ individual preferences. The prototype application is
currently restricted to the design of multiple-choice questions that can be answered by
students either using a web-interface or by downloading on their mobile phones. Their
progress is then synchronised with the main web database for pedagogical followup by their
respective teachers. The blending of the pedagogical approach to support mobile learners
adds more flexibility to the learning process. However, it is clear that m-learning would not
be suitable for reading large files but rather it should be used to support carefully chosen and
well-fitted pedagogical scenarios that will potentially improve the teaching and learning
process. (Authors' abstract)


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