{"title":"Developing a framework for sustainable growth of flexible learning opportunities","authors":"M. Andrade, Bethany Alden-Rivers","doi":"10.1080/23752696.2018.1564879","DOIUrl":null,"url":null,"abstract":"ABSTRACT Flexible learning increases access to higher education, particularly for traditionally undeserved students. First-time entrants, who may lack the cultural capital to be successful, may also be more likely to participate in flexible learning than traditional students, and particularly in online and blended courses. We posit that success for all students enrolling in flexible forms of learning can be achieved through course design and responsive pedagogies. For these efforts to be successful, competency frameworks must be developed, and initial and ongoing training provided for teaching staff. This paper discusses a theory-based and practice-informed framework for the scalable expansion of flexible learning, which in our case, encompassed online learning, blended learning, competency-based education, and open educational resources. We provide a context for the framework, introduce the framework, discuss the steps for developing and implementing it, and share initial findings and implications.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1564879","citationCount":"25","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2018.1564879","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 25
Abstract
ABSTRACT Flexible learning increases access to higher education, particularly for traditionally undeserved students. First-time entrants, who may lack the cultural capital to be successful, may also be more likely to participate in flexible learning than traditional students, and particularly in online and blended courses. We posit that success for all students enrolling in flexible forms of learning can be achieved through course design and responsive pedagogies. For these efforts to be successful, competency frameworks must be developed, and initial and ongoing training provided for teaching staff. This paper discusses a theory-based and practice-informed framework for the scalable expansion of flexible learning, which in our case, encompassed online learning, blended learning, competency-based education, and open educational resources. We provide a context for the framework, introduce the framework, discuss the steps for developing and implementing it, and share initial findings and implications.
期刊介绍:
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.