What
does the term flexible learning mean to you?
When I first considered the term flexible learning I
immediately thought of the ability to access learning whenever and where ever possible. In such a fast paced world knowledge and
learning is no longer restricted to a classroom. How many times do we just pop onto the
internet to quickly research something? Learning is happening all the time and
to provide learners with the access to this knowledge without needing to resign
from a job, move the family or give up on a lifelong dream is exciting.
Flexible
learning however is so much more than this initial thought, yes choice of how you would like to learn
is part of this paradigm but as Collis and Moonen (2001) discuss, other key
factors play an integral role in the success of flexible learning ‘technology,
pedagogy, implementation strategies and institutional framework’
This is quite
a minefield of considerations!
In addition
to these key factors Collis and Moonen (2001) also discuss how flexible
learning puts a lot of responsibility on the shoulders of the learners by
providing ‘Learner choice in different aspects of the learning experience’.
This in itself is an interesting concept as not all learners may be able to
cope with such high decision making. However they also illustrate that this in
itself can be an option of flexibility. The learner has the choice to make all
decisions about their path of study or the choice to commit to predetermined
options set out by the provider. If all the choices fall with the learners how
do we keep them motivated and driven to be successful?
Why
is it necessary to use a more flexible approach in your work?
The Veterinary Nursing School currently offers 4
programmes of study which can all be completed via distance or a combination of
two qualifications offered as a full time programme based at the Veterinary
Nursing School in Dunedin. This in itself offers the learner a choice on how
and where they would like to complete their studies. The distance programmes would
be considered as a blended model, offering a lot of self-directed learning
allowing students to pace themselves through each required unit, as well as
face to face learning at block courses and support from lecturers through adobe
connect tutorials and moodle forums. Students are also required to complete
clinical experience as part of the certificate in Veterinary Nursing in a
Veterinary Clinic of their choice. This allows them to obtain real world hands
on experience.
Ultimately I want the students to finish the course being
work ready, having developed essential skills to make them successful out in
the workforce. Therefore it is vital that they are provided with the necessary
tools to reach their own learning goals and to effectively become a successful lifelong
learner. A major part of this is the consideration around how individual
learners learn and making sure that course materials/ content is delivered to
actively engage and motivate all students. I also believe another key
consideration for success is looking at how the students can work more closely and
support one another throughout their learning.
My
Goals for Flexible Learning and what do I need to explore to make this happen:
I’m interested
in exploring the delivery of our materials further to see if they are
streamlined and do they offer enough options for different learning styles. I would also like
to investigate what other tools are available.
I also want to look further into ways that
students can work collaboratively to support one another through offering different
group work tools (success with this might be looking at some formative group
work).
I also
believe one of the most difficult aspects of distance learning is how to keep
the learner motivated and included. If more flexible options lay on their
shoulders how can I keep this momentum going so they will have success and
become a lifelong learner.
References
Collis, B. & Moonen, J. (2001). Flexible learning in
a digital world. Open and Distance Series. London: Kogan page Ltd.
Hi Aimee
ReplyDeleteI was thinking about a couple of questions, which pop up in your post about long distance learning, like: 'How to keep the learner motivated and interested, keeping the momentum going' and a little bit further up about: 'if the choices fall to the learner, how to keep them motivated'.
I know that long distance learning is not for everyone. Some students I've talked with over the years had comments like: 'Oh that's not for me, I am not disciplined enough' or 'I need to be with other students on campus' and one of them thought that 'their tutor wasn't supportive enough for them to be successful as a long distant student (learner)'.
Personally I enjoy the 'study anytime - anywhere' options I have when studying long distance, which I have been busy with for the last 7 years.
It is definitely a two-way process: The long distance student informing the tutor what does/doesn't work for them and the tutor 'checking in' with the student 'how is it going'.
When I studied with 'The Learning Connexion', every long distance student was asked to fill out a form before the study year began, which had questions like: Are you a student who needs frequent feedback? etc etc and there were also questions about what 'type' of tutor works for you? like: direct and straight up feedback? and so on.
Based on those answers, the student was then assigned to the most likely tutor. So if there were 5 tutors teaching the first year, one of them would suit that student best.
As a student, this 'filling out a questionnaire' did make me think about what actually works best for me and what wouldn't work that well (self-awareness).
I had the most fantastic tutors during my Art & Creativity studies and long distance study worked really well for me too.
Anyway - I am not sure if there are options in your teaching context to have more than one tutor for one subject. If students fill out a questionnaire with answers informing you - the tutor - about what could be helpful etc to them as a long distance student, it might be an interesting 'thing' to try out.
I really enjoy your blog :-)
Great comment Jacqueline. I think the initial questionnaire to help connect the right tutor with a student is great. Unfortunately, in these cost-cutting times this sort of thing seems to be a luxury out of reach of most programmes which is a great pity. I have always enjoyed co-teaching as it gives not only students more variety but also the teachers as they have someone to 'compare notes with' if you like.
ReplyDeleteI too was interested in the question: "If all the choices fall with the learners how do we keep them motivated and driven to be successful?"...I guess this relates to the skills they need to have to be self-regulated learners - part of becoming an expert learner is to gain these skills. And this does need to be scaffolded. Aimee and Jacqueline you may be interested in these resources about : expert learners.
more discussion on my next comment.
Fabulous goals Aimee. And you are so right, distance learning can be isolating so your quest for "different group work tools ...and exploring options for "formative group work" is going to help to address this challenge.
ReplyDeleteI look forward to seeing your ideas unfold.