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|
Lecturer, History/Politics, School of Humanities, Communications and Social Sciences, Monash University, Churchill, Victoria, Australia
There are currently no reviews of this product.Write a Review