Forsyth, Rachel (2002) Making professional development flexible: a case study. Open Learning, 17 (3). pp. 251-258. ISSN 0268-0513Full text not available from this repository.
There seems to be a relentless pressure to move towards more flexible approaches to learning and teaching in higher education, as described by Latchem and Hanna (2002) elsewhere in this issue. To achieve this, academic staff need to have access to professional development opportunities in flexible learning. This case study describes the experience of trying to 'practice what we preach' in terms of offering professional development for learning and teaching in a flexible way. However, it was found that academic staff were less prepared to be flexible learners than they thought, and that it was necessary to reduce flexibility for the professional development to achieve its intended outcomes.
|Additional Information:||This metadata relates to an electronic version of an article published in Open learning, 2002, vol.17, no.3, pp.251-258. Open learning is available online at informaworldTM at http://www.informaworld.com/smpp/content~content=a713688458~db=all~order=page|
|Divisions:||Central Departments > Centre for Learning and Teaching (CeLT)|
|Date Deposited:||25 Sep 2007 11:00|
|Last Modified:||28 Nov 2016 11:49|
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