Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review

McGarry, Ben J., Theobald, Karen, Lewis, Peter A., & Coyer, Fiona (2015) Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. Nurse Education Today, 35(9), pp. 966-973.

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Historically, university students have been the passive recipients of face-to-face instructor designed and led classes (Hudson, 2014; Myers et al., 2011). Technological advancement, however, has provided an opportunity for greater flexibility around educational structure; students are starting to expectmore fromtertiary education providers, specifically around the delivery and provision of education (Myers et al., 2011). For universities to meet the ever-changing needs of the student they need to consider the integration of flexible learning designs into their curricula. The consequent willingness of the faculty to rethink the design and delivery of curricula has seen a recent shift in the design and delivery of education. As universities strive to promote student engagement, active learning, and communities of enquiry, they are moving progressively towards flexible learning models, virtual interaction and student centric curricula (Heise and Himes, 2010; Hsu and Hsieh, 2011). The challenge this shift creates is how to best engage students throughout their studies in order to produce graduates with the skills necessary for societal and professional sustainability (Castle and McGuire, 2010). Despite a wealth of literature addressing this topic, there is a paucity of substantive, conclusive outcomes as to the efficacy of its full implementation and potential for producing capable learners. This integrative review therefore aims to inform curriculum delivery that is flexible, student centric and scaffolds learning. It also aims to identify whether this approach assists in the development of metacognitive learners.

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ID Code: 85885
Item Type: Journal Article
Refereed: Yes
Keywords: blended learning, e-learning, flexible, engagement, HERN
DOI: 10.1016/j.nedt.2015.06.009
ISSN: 0260-6917
Subjects: Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > NURSING (111000) > Nursing not elsewhere classified (111099)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Nursing
Deposited On: 20 Jul 2015 23:32
Last Modified: 25 Sep 2015 01:36

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