Evaluation of web-based flexible learning : findings and implications
With both teachers and students having increased access to the web from home and
from the workplace, there is a trend to extend technology-based learning.
Furthermore, the web is seen as a means of efficiently delivering education and
training when and where it is needed, and communicating with large numbers of
students who may be separated from each other and from the learning centre by time
or distance. It also enables learners to access information at times and places of their
choice. This suggests that the new web-based technologies offer good prospects for
implementing flexible delivery options. Not only do web-based learning solutions
offer effective responses to requirements for efficient information transfer, they also
offer powerful alternatives for obtaining effective learning outcomes.
Coinciding with the implementation of flexible delivery methodologies has been the
onset of the information technology revolution and the development of digital
communications technologies, such as email and the world wide web (www). In the
context of educational services, web-based communications technology is not only
seen as offering a supplement for traditional delivery methodologies, but also as being
capable of revolutionising distance teaching and bringing on- and off-campus
teaching modes closer into alignment.
Anecdotal evidence appears to suggest that web-based approaches to flexible learning
have been taken up enthusiastically within the Australian vocational education and
training (VET) system. Nevertheless, little of a factual nature is known about the
variety or effectiveness of these new practices, particularly from a student and
learning point of view.
In this report the focus is on the nature of the uptake of web-based technologies and
the quality of teaching and learning emerging, since, while digital technologies can
offer access to an enormous volume of information, this does not in itself translate
into learning; nor does it ensure the development of expertise required for workplaces
in a state of change.
Citation countsare sourced monthly fromand 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.
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Statement:||The contents of this journal can be freely accessed online via the journal’s web page (see hypertext link).|
|Deposited On:||09 May 2007|
|Last Modified:||20 May 2010 01:50|
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