Evaluating flexible learning in terms of course quality

Betty Collis, Anoush Margaryan

    Research output: Chapter in Book/Report/Conference proceedingChapter

    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.

    Original languageEnglish
    Title of host publicationFlexible Learning in an Information Society
    Place of PublicationHershey, Pennsylvania
    PublisherIGI Global
    Pages272-281
    Number of pages10
    ISBN (Print)1599043262
    Publication statusPublished - 1 Jan 2007

    Keywords

    • information society
    • course quality
    • flexible learning

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  • Cite this

    Collis, B., & Margaryan, A. (2007). Evaluating flexible learning in terms of course quality. In Flexible Learning in an Information Society (pp. 272-281). IGI Global. http://researchonline.gcu.ac.uk/edu/22