The challenge of flexible and non-traditional learning and teaching methods: Best practice in every situation?
Kehoe, Jo, Tennent, Beth, & Becker, Karen L. (2004) The challenge of flexible and non-traditional learning and teaching methods: Best practice in every situation? Studies in Learning, Evaluation, Innovation and Development e-Journal, 1(1), pp. 56-63.
The development, delivery and assessment of large, introductory, undergraduate courses that include a mixed cohort of internal and distance, and domestic and international, students is challenging at any time. However, alternative and flexible delivery approaches have been heralded by many as the solutions to the issues that this complexity produces. This paper examines this claim by analysing the experiences of students involved in three large, introductory courses, each utilising a different form of non-traditional methods of teaching and learning, to analyse whether it is beneficial in all cases. The analysed courses covered the three different disciplines of accounting, law and management. This research offers lessons for course facilitators and course developers alike, and demonstrates that accepting the challenge and embracing these forms of delivery and assessment as a replacement of traditional methods is not always appropriate. Instead, the findings suggest that these approaches offer real benefits to some students in particular situations and therefore should be viewed as worthwhile supplements to offer all students more flexibility and the opportunity to enhance their tertiary education experience by encouraging and supporting self-directed and independent learning skills.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Additional Information:||The contents of this journal can be freely accessed online via the journal’s web page (see hypertext link).|
|Keywords:||web, enhanced, online delivery, online assessment, tertiary education, distance education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > BUSINESS AND MANAGEMENT (150300) > Business and Management not elsewhere classified (150399)
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
|Copyright Owner:||Copyright 2004 (The authors)|
|Deposited On:||09 Nov 2007|
|Last Modified:||29 Feb 2012 13:39|
Repository Staff Only: item control page