Julie Willems

Flexible Learning: Implications of “when‐ever”, “where‐ever” and “what‐ever”

The word “flexible” literally means to be easily adapted, molded, or managed. As a term, it conjures up visions of the suppleness of youth, or the malleability of clay. Added as a prefix to educational practices and products, to define learning as flexible connotes the freedom for learners from potential participatory barriers in education, generated, for example, by family or work commitments, financial challenges, a disability, or the learner’s geographic location. With such associations, flexible learning is often related to student-centeredness in educational practices (Taylor, 2000). The notion of student-centered learning arises from a perspective that views the student as central to the learning and teaching process. One interpretation of this viewpoint—“that students have the right to decide how they undertake their learning”—coincides with the consumer-centered culture prevalent in our modern world (O’Neill & McMahon, 2005, p. 34), and this is echoed in definitions of flexible learning that suggest it is an individually tailored approach to learning. The Australian National Training Authority (2003), for example, defines flexibility for learners as anticipating and responding to their ever-changing needs and expectations, thus expanding their choice in what, when, where, and how they learn. Brande’s (1994) description is similar: “Flexible learning is enabling learners to learn when they want (frequency, timing, duration), how they want (modes of learning), and what they want (that is learners can define what constitutes learning to them)” (p. 2). Such definitions usher in expectations that learners can have some control over choices in their learning process. (Burns, Williams, & Barnett, 1997, p. 16)

Equity considerations for open educational resources in the glocalization of education

Open educational resources (OER) have become new buzzwords in the glocalization of education. While OER are often espoused as enabling educational equity, the reality is not always the case. Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer. Taking an alternative stance, this article critically evaluates the broader notion of OER through the lens of equity. It contends that while equity reasons often underpin the provision of OER, challenges continue to be experienced by some in accessing open digital materials for learning. This article explores some of these issues and argues that equity considerations are fundamental in OER design.

The Equity Raw‐Score Matrix – a multi‐dimensional indicator of potential disadvantage in higher education

Issues surrounding student participation, transition, retention and successful completion in higher education are topical. While the Australian federal government has identified broad groupings of under‐represented students, these do not shed light on the complexities underlying the issues of the educationally disadvantaged, such as the compounding problems of multiple equity‐group membership or the overlay of the acute or chronic effects of equity sub‐group membership. This paper details the Equity Raw‐Score Matrix. The matrix is a multi‐dimensional indicator of potential disadvantage in learners, created for the specific purposes of diagnosing the complexities of educational disadvantage and creating pre‐emptive strategies for the participation, transition and retention of students who are disadvantaged. The paper also describes the qualitative research study that was the catalyst for the creation of the matrix.

Facing up to it: blending formal and informal learning opportunities in higher education contexts

Through an investigation of social networks, with a particular focus on Facebook, this chapter explores how Web 2.0 is blurring formal and informal teaching and learning opportunities in higher education. Using a knowledgesharing framework brought about by the intersection of two continua (formal and informal learning opportunities; and student-directed and teacher-centred learning), and using a Facebook case study exemplar for each of the four quadrants of the framework, the chapter explores institutional (or teacher)-driven informal teaching and learning; student (or member)-driven informal teaching and learning; student (or member)-driven formal learning; and institutional (or teacher)-driven formal learning. The chapter concludes that an understanding of the potentials and pitfalls of each of these four environments is necessary in an era of rapid transformations in higher education.

Global Challenges and Perspectives in Blended and Distance Learning

Global Challenges and Perspectives in Blended and Distance Learning highlights the perspectives, challenges, and current practices within higher and distance education around the world. This reference source brings together a unique view of global research essential for academics, managers and leaders, researchers, and practitioners for a timely view of research themes in higher education and distance education.

Using a Delphi process to extend a rural mental health workforce recruitment initiative

Purpose – The Gippsland Mental Health Vacation School program has been shown to positively change student participants’ interest and attitudes to living and working in a rural area. A range of factors are impacting on the future viability of the initiative including: limitations on the number of student participants, the reusability of content, staffing, time pressures, a dwindling funding base, and a drop-off in interest in living and working in a rural setting. The paper aims to discuss these issues. Design/methodology/approach – A three-phase Delphi Study was employed to engage with expert knowledge of the program’s key stakeholder groups (student participants and service provider staff) in order to inform the initial steps of shifting the program toward a blended model, distributed across space and time. Findings – The results suggest that: first, the current mode of delivery, a week-long intensive face-to-face format, should be transitioned to a more sustainable blended learning approach that include...