Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9619
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dc.contributor.authorWillems, Julieen
local.source.editorEditor(s): Elizabeth Burge, Chere Campbell Gibson, Terry Gibsonen
dc.date.accessioned2012-03-06T10:36:00Z
dc.date.issued2011en
dc.identifier.citationFlexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education, p. 29-40en
dc.identifier.isbn9781926836218en
dc.identifier.isbn9781926836621en
dc.identifier.isbn9781926836201en
dc.identifier.urihttps://hdl.handle.net/1959.11/9619en
dc.description.abstractThe 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).en
dc.languageenen
dc.publisherAthabasca University Pressen
dc.relation.ispartofFlexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Educationen
dc.relation.ispartofseriesIssues in Distance Educationen
dc.relation.isversionof1en
dc.titleStudents Perceptions: Flexing Pedagogy and Practiceen
dc.typeBook Chapteren
dcterms.accessRightsGolden
dc.subject.keywordsHigher Educationen
dc.subject.keywordsEducational Technology and Computingen
dc.subject.keywordsApplied Ethicsen
local.contributor.firstnameJulieen
local.subject.for2008130306 Educational Technology and Computingen
local.subject.for2008130103 Higher Educationen
local.subject.for2008220199 Applied Ethics not elsewhere classifieden
local.subject.seo2008939903 Equity and Access to Educationen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930201 Pedagogyen
local.profile.emailjwillem4@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20120222-144419en
local.publisher.placeEdmonton, Canadaen
local.identifier.totalchapters24en
local.format.startpage29en
local.format.endpage40en
local.series.issn1919-4390en
local.series.issn1919-4382en
local.url.openhttp://www.aupress.ca/books/120203/ebook/03_Burge_et_al_2011-Flexible_Pedagogy_Flexible_Practice.pdfen
local.title.subtitleFlexing Pedagogy and Practiceen
local.access.fulltextYesen
local.contributor.lastnameWillemsen
dc.identifier.staffune-id:jwillem4en
local.profile.roleauthoren
local.identifier.unepublicationidune:9810en
dc.identifier.academiclevelAcademicen
local.title.maintitleStudents Perceptionsen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttp://www.aupress.ca/index.php/books/120203en
local.description.statisticsepubsVisitors: 195<br />Views: 209<br />Downloads: 1en
Appears in Collections:Book Chapter
School of Education
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