New models for learning flexibility: νegotiated choices for both academics and students

Nagy, Judith and Mcdonald, Jacquelin 2007, New models for learning flexibility: νegotiated choices for both academics and students, in Proceedings ascilite Singapore 2007, ascilite.org.au, Singapore, pp. 737-746.

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Title New models for learning flexibility: νegotiated choices for both academics and students
Author(s) Nagy, Judith
Mcdonald, Jacquelin
Conference name ascilite Singapore 2007
Conference location Singapore
Conference dates 2-5 December 2007
Title of proceedings Proceedings ascilite Singapore 2007
Editor(s) Atkinson, Roger
Publication date 2007
Conference series Australian Society for Computers in Learning in Tertiary Education Conference
Start page 737
End page 746
Publisher ascilite.org.au
Place of publication Singapore
Keyword(s) student-centred learning
academic-centred learning
learning styles
teaching styles
higher education
Summary ‘Flexible learning’ represents a need associated with ‘lifelong learning’ and the equipping of graduates to actively engage in a ‘knowledge society’. While the precise meaning of each of these terms is not easy to discern, notions of flexible learning have progressed an evolutionary path that concentrates on students as though they are the only stakeholder group in the higher education environment that would benefit from choice. Academic discourse also presumes that all cultural groups making up the increasingly diverse student population aspire to engage in student-centred learning as a precursor to involvement in a knowledge economy. In this environment academics have been encouraged to embrace online teaching and promote a more student-centred learning approach when the natural inclination and talent of many academics may make this style of pedagogy so challenging that learning outcomes are compromised. We question this ‘one size fits all’ mentality and suggest a model that empowers both the students and academics by allowing them the ability to choose the approach that suits their educational philosophy and preferred learning/teaching approach. The model represents an innovation in flexibility that recognises initial embedded learning foundation abilities and reaches both teachers and learners by utilising their own frames of reference.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2007
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008074

Document type: Conference Paper
Collection: Deakin Graduate School of Business
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