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Anytime, anywhere, anyplace : articulating the meaning of flexible delivery in built environment education

journal contribution
posted on 2011-11-01, 00:00 authored by Richard TuckerRichard Tucker, G Morris
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 technology

Volume

42

Issue

6

Pagination

904 - 915

Publisher

Wiley - Blackwell Publishing

Location

Oxford, U. K.

ISSN

0007-1013

eISSN

1467-8535

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2010, Deakin University