Search results
1 – 10 of over 46000The Internet is becoming increasingly important in our daily lives. So, too, is the ease of communication by means of television. The power of these two technological tools in…
Abstract
The Internet is becoming increasingly important in our daily lives. So, too, is the ease of communication by means of television. The power of these two technological tools in education has been combined in so‐called ‘flexible learning’. This study investigates the experience of students in a master’s degree programme in taxation, which is presented by means of flexible learning. In general, students experience this mode of learning very positively and would advise others to enrol for the same course. They acknowledge that the benefits of flexible learning far exceed any possible drawbacks.
Details
Keywords
Christopher J. M. Smith, Constantinos Choromides, Victoria Boyd, Linda Proudfoot, Marty Wright and Fiona Stewart-Knight
Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning…
Abstract
Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.
Details
Keywords
The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some…
Abstract
Purpose
The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals.
Design/methodology/approach
The approach includes a practice perspective, field-notes and documents analysis.
Findings
This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals.
Research limitations/implications
This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability.
Social implications
The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment.
Originality/value
This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.
Details
Keywords
Defines “open learning” and related terms, especially“flexible learning”. These terms focus on the provision ofchoice to individuals, over various aspects of the learning…
Abstract
Defines “open learning” and related terms, especially “flexible learning”. These terms focus on the provision of choice to individuals, over various aspects of the learning process. Describes critical stages in the evolution of open learning, including the Open University, National Extension College, collaborative developments with further and adult education colleges, the Open Tech Programme and the Training Agency′s flexible learning project in schools. Reviews progress in applying open learning: much has been achieved in extending learner autonomy, through the development of packages, associated support systems, and information technology. The national vocational qualifications framework requires the deployment of open approaches to learning delivery. Finally, surveys current challenges to the education and training systems and outlines responses to these, based on the achievements of open learning.
Details
Keywords
The purpose of this paper is to provide an overview of the changes in undergraduate library and information studies education in New Zealand over the past decade. It considers…
Abstract
Purpose
The purpose of this paper is to provide an overview of the changes in undergraduate library and information studies education in New Zealand over the past decade. It considers developments in the delivery of distance education, focusing on e‐learning (or flexible learning) modes, and changes to the curriculum due to the changing nature and requirements of the profession.
Design/methodology/approach
The paper is a case study of the Open Polytechnic, the main provider of undergraduate LIS programmes in New Zealand. It compares the current situation to that of 1999 when the programmes were established, and analyses developments in the delivery of distance education and the changing nature and requirements of the profession.
Findings
The changing nature of the LIS profession, and in particular developments in information and communications technologies, as well as the possibilities offered by e‐learning paradigms have led to significant changes in the curriculum, especially in the delivery of courses. There is a tension between delivering a sound academically coherent curriculum that meets all the changing needs of the profession: core theory, knowledge and skills remain, while new technologies, services, formats and tools are demanding equal time in the curriculum.
Research limitations/implications
The paper is of interest to researchers involved in distance education or curriculum design in LIS.
Practical implications
The paper considers the evolution of distance learning courses for the library community and is of interest to the wider LIS sector.
Originality/value
The case study presents a picture of New Zealand LIS undergraduate education and shows how programmes are changing in response to educational developments and the profession's requirements.
Details
Keywords
The growth in responsibility of librarians under the country′schanged conditions requires their high‐quality professional education,flexible continuing education and professional…
Abstract
The growth in responsibility of librarians under the country′s changed conditions requires their high‐quality professional education, flexible continuing education and professional development at all levels. Offers an overview of librarians′ professional training in Estonia, its traditions and possibilities today. Estonian library assistants study at the Viljandi College of Culture: degree courses in library and information sciences (LIS) are offered by the Tallinn Pedagogical University, including Master′s and doctoral degrees. Gives a detailed account of the undergraduate LIS curriculum at the Tallinn Pedagogical University. Systematic continuing education is a necessity because of developments in information technology and because of rapid changes in Estonian economic and social life. Touches on local and state‐wide continuing education activities. Undertakings by the Librarians Education Board in educating library staff without formal LIS education are an integral part of librarians′ continuing education and retraining. In order to disseminate information about Estonian libraries in the world professional community, our librarians must be aware of developments elsewhere. Speaks about the return of Estonian librarians into international professional organizations (IFLA, co‐operation with Baltic libraries, etc.) Deals with the prospects for Estonian librarians in co‐operation with international professional organizations (IATUL, ABDOS, IAML, IASL, etc.) in a more detailed way, including their participation in educational and developmental projects of other countries.
Details
Keywords
Ratnam Alagiah, Debbie Delaney and Lisa McManus
This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at…
Abstract
This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.
Mihály Pálvölgyi and Gyula Tóth
Describes the educational programmes of the Department of Librarianship and Information Studies (DLIS) at Berzsenyi College, the largest Hungarian LIS department, focusing on…
Abstract
Describes the educational programmes of the Department of Librarianship and Information Studies (DLIS) at Berzsenyi College, the largest Hungarian LIS department, focusing on issues of ongoing curriculum and course development, with special emphasis on the basic LIS programme. Identifies problems and weaknesses of Hungarian LIS education and surveys the opportunities for its updating and modernization. Gives insight into the new plans of the DLIS, including a new three‐year MA programme (in co‐operation with the DLIS at Eötvös University, Budapest), postgraduate specialization programmes initiated to address the need for information managers and the requirements of the new National Curriculum. Emphasizes the use of advanced technologies, and innovative methodologies, including distance education, open and flexible learning. Highlights needs and perspectives for further co‐operative actions in relation to internationalization and modularization of LIS studies.
Details
Keywords
Lennart Svensson, Per‐Erik Ellström and Carina Åberg
A model for workplace learning is presented, which intends to integrate formal and informal learning with the use of e‐learning. An important underlying assumption is that the…
Abstract
A model for workplace learning is presented, which intends to integrate formal and informal learning with the use of e‐learning. An important underlying assumption is that the integration of formal and informal learning is necessary in order to create desirable competencies, from both an individual and an organisational perspective. Two case studies are presented in which the model was tested. One of the studies was carried out in an industrial setting, the other in a hospital context. The results are promising in terms of flexibility and accessibility, but some problems remain to be solved. These problems have to do with the integration of individual and organisational learning, but also with the lack of time for reflection and learning during conditions of down‐sizing and rationalisation.
Details
Keywords
Miroslav Dopita, Lucie Rohlíková, Andrea Sojková and Vít Zouhar
Prior to 2020, the Czech higher education institutions (HEIs) did not have much experience with distance learning and blended learning. Experience with hybrid teaching was…
Abstract
Prior to 2020, the Czech higher education institutions (HEIs) did not have much experience with distance learning and blended learning. Experience with hybrid teaching was minimal. The Covid-19 pandemic therefore presented the management of public universities in the Czech Republic with a number of new tasks in resolving the crisis situation. It also made the possibilities of distance education and other flexible forms of education significantly more visible. In 2021, a total of 26 public universities joined together in a central development project, in order to discuss the most important issues of distance education and blended learning, the current background for the implementation of flexible forms of education, and also their future plans in this area. In this chapter, the authors present in detail the results of a study on the background of public universities for the implementation of distance education and blended learning, which have become the basis for creating the action plans of individual institutions. The results of the analysis showed, among other things online supported education is important, especially in emergency situations.
Details