Flexible learning in teacher education: myths, muddles and models

Bigum, Chris and Rowan, Leonie 2004, Flexible learning in teacher education: myths, muddles and models, Asia-Pacific journal of teacher education, vol. 32, no. 3, pp. 213-226, doi: 10.1080/1359866042000295389.

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Title Flexible learning in teacher education: myths, muddles and models
Author(s) Bigum, Chris
Rowan, Leonie
Journal name Asia-Pacific journal of teacher education
Volume number 32
Issue number 3
Start page 213
End page 226
Publisher Routledge
Place of publication Abingdon, England
Publication date 2004-11
ISSN 1359-866X
Summary 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.
Language eng
DOI 10.1080/1359866042000295389
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002873

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