Making Flexible Delivery Meaningful

By Beth Edmondson.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In recent years, Australian universities have pursued various means of increasing flexible delivery. Much of this has occurred without sufficient effort to identify and understand the meaning, nature and pedagogical importance of such flexibility. Rather, flexible delivery has often amounted to the simple flexibility of timing afforded by content and learning materials that replicates or supports on campus learning. This paper argues that flexible delivery requires fuller curriculum design that engages explicitly with the nature and importance of flexibility as a component of student-centred learning. If flexible delivery is to be meaningful as a pedagogical aspiration, it requires more sustained attention to its potential for enhancing learning outcomes and developing effective pedagogy. This paper focuses on the importance of flexible delivery for improving the quality of off-campus university education through better recognition and accommodation of diverse learning styles.

Keywords: Flexible Delivery, Effective Pedagogy, Student-centred Learning, Learning Styles

The International Journal of Learning, Volume 14, Issue 4, pp.9-18. Article: Print (Spiral Bound). Article: Electronic (PDF File; 546.821KB).

Dr. Beth Edmondson

Lecturer, History/Politics, School of Humanities, Communications and Social Sciences, Monash University, Churchill, Victoria, Australia

I teach in a variety of areas, including International Relations, Australian Politics and Policy Studies, and Gender Studies. I teach undergraduate and graduate students by both on-campus and off-campus modes. I have utilised a variety of online learning options, especially in working with off-campus students and also coordinated a major university initiative in flexible delivery through designing and developing interactive e-learning materials in a diverse range of Arts disciplines, including Chinese and Japanese languages and content based social science subjects. I am interested in the importance of design, opportunities for flexible active student centred learning and pedagogical application in off-campus education, including through elearning.

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