Students Perceptions: Flexing Pedagogy and Practice

Title
Students Perceptions: Flexing Pedagogy and Practice
Publication Date
2011
Author(s)
Willems, Julie
Editor
Editor(s): Elizabeth Burge, Chere Campbell Gibson, Terry Gibson
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Athabasca University Press
Place of publication
Edmonton, Canada
Edition
1
Series
Issues in Distance Education
UNE publication id
une:9810
Abstract
The interlinked terms flexible learning and flexible delivery, in both skills-based and knowledge-based post-secondary contexts, have been conceptualized in a vast number of ways and according to the perspective of the various stakeholders involved. These stakeholders have been identified as the politicians, managers, administrators, marketers, program and product developers, teachers, support staff, and students involved in any flexible-learning program (Willems 2005). My focus is on the perceptions held by the end-users of flexible learning and delivery: the students themselves. This client base is far from homogeneous: like other stakeholder groups, students approach flexible learning with diverse perceptions and desires. In terms of learning, what constitutes "flexible" for one student can be "rigid" for another. To inform pedagogy and practice, this chapter explores some of the many interpretations of flexible learning from a student-centred perspective, reinforcing these viewpoints with case study examples (Willems 2004).
Link
Citation
Flexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education, p. 29-40
ISBN
9781926836218
9781926836621
9781926836201
Start page
29
End page
40

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