Abstract

This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and presents the model developed for flexible content delivery. The programme has been delivered simultaneously by five tutors to six groups of learners. Tutors drew on varying personal experiences of flexible and online learning and this paper also presents the results of an investigation to explore their experiences of facilitation. The findings provide a unique insight into the implications of such a programme for educators. Data were gathered using methods to promote and structure reflections on practice. Issues of relevance for others considering the development of flexible learner-centred programmes of study are presented.

Citation

Cornelius, S. & Gordon, C. (2008). Providing a flexible, learner-centred programme: Challenges for educators. Internet and Higher Education, 11(1), 33-41. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/102609/.

Keywords

• case studies
• College Faculty
• Computer Assisted Instruction
• Conventional Instruction
• curriculum design
• educational technology
• flexible learning
• Instructional Innovation
• Learner-Centred Learning
• online courses
• online learning
• Program Implementation
• reflective practice
• Reflective Teaching
• Student Centered Curriculum
• teacher attitudes
• Teacher Response
• Tutor Role
• Web Based Instruction