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Flexible learning in teacher education: myths, muddles and models

journal contribution
posted on 2004-11-01, 00:00 authored by Christopher Bigum, Leonie Rowan
While there has been widespread take-up of the concept 'flexible learning' within various educational environments—and equally frequent references to the flexible 'natures' of the computer and communication technologies that often underpin flexible learning initiatives—the relationship between technologies and flexibility is not a simple one. In this paper we examine some of the more persistent myths about technologies that are intertwined with discourses of flexibility. We highlight some of the more common 'muddles' that these myths can lead us in to and argue that the 'mess' that so often results from well-intentioned moves to 'be more flexible' is largely a result of the ways that CCTs, or indeed any new educational technology or strategy, is theorized. Drawing on a recent study of online teaching and learning in higher education, we outline a new framework for examining these and related issues as they apply to teacher education.

History

Journal

Asia-Pacific journal of teacher education

Volume

32

Issue

3

Pagination

213 - 226

Publisher

Routledge

Location

Abingdon, England

ISSN

1359-866X

eISSN

1469-2945

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2004, Australian Teacher Education Association

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