Flexible coursework delivery to Australian postgraduates. How effective is teaching and learning?

Autor/inn/en	Beattie, Kate; James, Richard
Titel	Flexible coursework delivery to Australian postgraduates. How effective is teaching and learning?
Quelle	In: Higher education, 33 (1997) 2, S. 177-194Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 19; Tabellen 2
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
Schlagwörter	Methode; Australien; Erwachsener; Lernen; Methode; Computerunterstützter Unterricht; Hochschule; Hochschulunterricht; Unterrichtsmethode; Unterrichtsstil; Postgraduiertenstudium; Lernen; Unterrichtsmethode; Unterrichtsstil; Audiovisuelles Medium; Computerunterstützter Unterricht; Unterrichtsmedien; Hochschulunterricht; Postgraduiertenstudium; Hochschule; Kursprogramm; Erwachsener; Australien
Abstract	The educational implications of non-traditional delivery methods at postgraduate level are not yet well understood. A major question is whether advantages of access and flexibility are accompanied by trade- offs in learning experience and outcomes. In this paper we address the effectiveness of delivery methods currently used in postgraduate coursework programs in Australia. We draw heavily on a national study of flexible delivery methods in postgraduate education, conducted in 1995. ... We investigated the effects of delivery technologies on learning and teaching in seven postgraduate courses. ... We present here a typology, based on teaching and learning characteristics, by which we found it useful to group delivery methods. We identify and discuss four major issues concerning the effects of these delivery methods on teaching and on learning, under the headings learner control of learning, interaction and social exchange, teachers as supporters of student learning and feedback in teaching. As well, we report, according to the typology, the effects of specific technologies on teaching and learning. We conclude that on the score of encouraging intellectual independence many non-traditional delivery methods are fairly robust - on managing complexity or uncertainty and encouraging a lively critical inquiry, they fare less well. From what we have seen, the most effective strategies at postgraduate level use integrated delivery approaches to create flexible learning environments with premiums on individual time management and practical application of learning. (DIPF/Abstract übernommen)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)