Author:
Maureen Snow Andrade
Affiliation:
Utah Valley University, United States
Keyword(s):
Flexible Learning, Online Learning, Pedagogy, Higher Education, Disruptive Innovation.
Related
Ontology
Subjects/Areas/Topics:
Community Building
;
Computer-Supported Education
;
Critical Success Factors in Distance Learning
;
Distance Education
;
Domain Applications and Case Studies
;
Educating the Educators
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
;
Ubiquitous Learning
Abstract:
Higher education can be conceptualized as a partnership between the learner and the institution. However, this may necessitate changes in practice, such as the development of flexible learning models to accommodate individuals from a range of backgrounds and life circumstances, particularly those traditionally excluded from higher education. Flexible modes of learning may encounter resistance or fail to deliver expected outcomes, however, thus limiting adoption. Pedagogical retooling can address this. This paper reviews the current status of one type of flexible delivery—online learning—in terms of stakeholder views, the need for continued institutional responsiveness, and pedagogical strategies that support desired outcomes. The latter includes pedagogical training that involves implementing elements of effective course design, simulating the student learning experience, forming communities of practice, and sustaining practice with follow-on support.