ERIC Number: ED306458
Record Type: Non-Journal
Publication Date: 1989-Apr
Reference Count: N/A
Flexible Learning in Perspective.
Further Education Unit, London (England).
Those responsible for coordinating flexible and open learning in colleges should consider whether the time may be right to seek common ground on the issues and principles shared by the many related initiatives in Great Britain during the last two decades. Two principles that are important to flexible learning are that education's effectiveness is measured by the extent to which it enhances the individual's self-esteem and/or progression through qualification: and that the student must be actively engaged in learning. The initiatives have included distance learning, individualized instruction integrated assignments, and open learning, including the Open University and Open Tech. An understanding of the need for counseling and tutorial support has emerged, and, consequently, the terms "supported self-study" and "personal development plans" have tended to replace terms such as "open learning." Less attention is now paid to materials production and more to the following activities: (1) accreditation; (2) modularization of courses; (3) evaluation and adaption of materials; and (4) implementation of student support and staff development. Many initiatives have failed to become fully embedded across their host institutions. When embedding occurs, the focus of control of the learning process moves toward the learner. One way to embed flexible learning is to use an in-college flexible learning workshop for the college's own staff development. (CML)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: Further Education Unit, London (England).