File(s) under permanent embargo
Anytime, anywhere, anyplace : articulating the meaning of flexible delivery in built environment education
This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner’s increasing flexibility demands, teacher’s attributes and pedagogical objectives and the structural limitations that militate against the delivery, resourcing and maintenance of flexibility. Results indicated that the only categories of flexibility (out of time, content, access/entry requirements, pedagogy and delivery) that were demanded by students were pedagogy (but only in the choice of working in groups) and delivery; whereas teachers were merely willing to offer flexibility in delivery. Thus, what students desired of teaching, and what teachers were able to provide, were multiple mediums of knowledge delivery that allowed students flexibility in when and where they could learn. These findings, it is suggested, have relevance for course redesign throughout the creative/visual arts.
History
Journal
British journal of educational technologyVolume
42Issue
6Pagination
904 - 915Publisher
Wiley - Blackwell PublishingLocation
Oxford, U. K.Publisher DOI
ISSN
0007-1013eISSN
1467-8535Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2010, Deakin UniversityUsage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC