Evaluating flexible learning in terms of course quality

Betty Collis, A. Margaryan

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

1 Citation (Scopus)

Abstract

Learning becomes more flexible when options are offered to learners, not only about the time and place and pace of learning, but also relating to types and origins of study materials, to forms and quantity of learning activities and assignments, to ways of interacting with others within the course, and to forms of assessment. De Boer (2004) has analyzed flexible course delivery within universities and found that the most flexibility is found in logistic aspects of the course such as flexibility in dates by which assignments must be submitted or flexibility in the location of course meetings, whereas pedagogical flexibility in which the learner can tailor aspects of the learning process itself is still relatively little seen. Within companies, flexible learning is often described as e-learning or blended learning. In an analysis of literature about flexible learning in companies, Margaryan and Bianco (2002) found that e-learning typically involves logistic flexibility at the price of pedagogy: little or no options are available for social interaction, a direct relationship with an instructor, or for choice in types of learning activities and ways of carrying out those activities.
Original languageEnglish
Title of host publicationFlexible learning in an information society
EditorsBadrul H. Khan
Place of PublicationHershey, PA
PublisherInformation Science Pub.
Pages272-281
Number of pages354
ISBN (Print)1599043254
DOIs
Publication statusPublished - 2005

Publication series

Name
PublisherInformation Science Pub.

Keywords

  • IR-54983
  • METIS-229827

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    Collis, B., & Margaryan, A. (2005). Evaluating flexible learning in terms of course quality. In B. H. Khan (Ed.), Flexible learning in an information society (pp. 272-281). Hershey, PA: Information Science Pub.. https://doi.org/10.4018/978-1-59904-325-8.ch026