Enhancing student learning within a flexible learning environment: reflections of an early career academic
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2008
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Kruger, M.
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Working paper
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As an early career academic with an interest in flexible learning environments I have recently had the opportunity to think critically about my own teaching practice, specifically to explore the influence my teaching has on student learning. This has led me to consider key theories that underpin my teaching within the Bachelor of Social Work. A second factor under consideration has been the online teaching and learning platforms which support both my teaching and student learning.
In light of recent developments within the University of South Australia, namely the move towards STEP 2010 Teaching and Learning Framework and the imminent introduction of a new online teaching and learning platform this is an opportune time for academics to reflect on their teaching pedagogies and practice. I have become increasingly aware that flexible learning environments will play a significant part in the future direction of higher education. Students will no longer be confined to lecture theatres, as a flexible learning environment approach encourages learning to take place beyond the classroom. Flexible learning environments are in the broadest sense a way of providing students with more choice. They are ‘student centred’ (Ramsden 2003), ‘reduce barriers to access’ (Jung 2001) and largely incorporate the ‘use of new technologies’ (Cook & Cook 1998).
This paper presents my reflection on my teaching over the past twelve months. It gives an account of my work towards adapting Bonk and Zhang’s (2006) R2D2 Model of Online Learning to one that is more flexible in terms of a holistic approach to teaching, which incorporates not only the online environment but also the face to face component. Key to this discussion is how such a model can enhance student learning.
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Copyright 2008 Mellissa Kruger