Flexible delivery was interpreted in the widest possible sense within this Theme to encompass not only modes of study, but also methods of delivery, together with underpinning support and infrastructure. It specifically focussed on developing a learner-centred model of pedagogy and learner support, appropriate to the needs of the individual learner; and a high-quality learning environment, supported by efficient and effective business and administrative processes. The work of this theme was focussed on six projects within three key areas – pedagogy, learner support and infrastructure.
Enhancement Theme outcomes:
- An evaluation of the use of the virtual learning environment in higher education across Scotland
- A practical guide to providing flexible learning in further and higher education
More information on the Theme and details of the activities and outcomes can be found on the Enhancement Themes site.
Reflections on eLearning case studies
With over two dozen case studies from a range of different economics lecturers, these case studies provide some helpful tips and advice on how eLearning can and cannot work within an economics learning environment.
Publisher: Economics Network (various authors)
Using the web to teach economics
This handbook chapter looks at the student body, the engagement they have with the web and IT and how best to build on this to teach economics. The internet has a plethora of resources available to students and lecturers; this handbook looks at the best ways to use it.
Publisher: Economics Network (Martin Poulter, University of Bristol and Douglas Chambers, Glasgow Caledonian)
A young lecturer in a distance learning environment
Distance learning at university, whether it is a specific module or course, is an increasingly popular delivery option. This case study describes one lecturer’s experience of distance learning and how it differs from the traditional university experience.
Publisher: Economics Network (Cristina Santos, the Open University)
Effective practice with elearning
This guide illustrates some of the key implications in designing for learning and offers an insight into how elearning can be integrated into established practice to benefit both learners and practitioners. It is built around a sequence of ten case studies illustrating practitioners’ solutions to day to day challenges.
Mind the gap: students’ expectations and perceptions of induction to distance learning in higher education
This paper reports on research which investigated students’ experiences of induction to distance learning. The research sought to illuminate students’ expectations and perceptions of their induction experiences in order to inform the provision of services offered to thirty six students commencing three distance learning programmes. The paper concludes that the approach of identifying gaps has facilitated in gauging students’ needs as distance learners, the level of student satisfaction with their induction and also has revealed specific areas where developments in the induction process can be made.
Publisher: University of Leeds
QAA Code of Practice: collaborative provision and flexible and distributed learning (including elearning)
The Code of Practice is a statement of good practice that has been endorsed by the higher education community. ‘Flexible and distributed learning’ is used here to characterise approaches to teaching, learning and assessment that do not require a student’s place of study to be physically located within the institution (the awarding institution) whose academic award is being sought through successful completion of the programme of study; do not assume that a student’s programme of study is necessarily directly supported by staff of the awarding institution; do not assume that a student is routinely working with other students; and do not necessarily require assessment of a student’s achievement to take place at the location of the awarding institution. Academic staff in departments and schools do not necessarily need to be familiar with the detail of all of the various sections of the Code of Practice, although they might well be expected to be familiar with the institutional policies it informs and any parts which are particularly relevant to their own responsibilities.
Publisher: Quality Assurance Agency (QAA)
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