By design: negotiating flexible learning in the built environment discipline
By design: negotiating flexible learning in the built environment discipline
复制标题
通过设计：在建筑环境学科中协商灵活的学习
DOI：
10.3402/rlt.v20i0.14404
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发表时间：
2012
影响因子：
2.2
通讯作者：
Gayle Morris
中科院分区：
文献类型：
--
作者：
R. Tucker;Gayle Morris
“灵活教育”一词现在已经在澳大利亚高等教育话语中根深蒂固，但这个词是一个有争议的词，具有多种含义。本文描述了一个过程，旨在阐明如何将灵活教育的理念转化为根据学科背景的特定需求而提供信息的教学模式。这一过程使用灵活的学习“匹配”工具来阐明学生和学者对建筑环境的理解和偏好，以弥合学生对灵活性的期望与他们的教师在教学环境和教学资源的限制下提供这种灵活性的意愿和能力之间的差距。这些发现为建筑环境和其他创造性学科的教育工作者提供了一个明智的起点，从这个起点出发，在一个日益数字化的世界里，谈判灵活性所固有的复杂性。关键词：灵活学习；灵活交付(发布时间：2012年2月3日)引文：学习技术研究2012年，20：14404-doi：10.3402/rlt.v20i0/14404
The term ‘flexible education’ is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings. This paper describes a process designed to elucidate how the idea of flexible education can be translated into teaching models that are informed by the specific demands of disciplinary contexts. The process uses a flexible learning ‘matching’ tool to articulate the understandings and preferences of students and academics of the Built Environment to bridge the gap between student expectations of flexibility and their teacher’s willingness and ability to provide that flexibility within the limits of the pedagogical context and teaching resources. The findings suggest an informed starting point for educators in the Built Environment and other creative disciplines from which to traverse the complexities inherent in negotiating flexibility in an increasingly digital world. Keywords: flexible learning; flexible delivery (Published: 3 February 2012) Citation: Research in Learning Technology 2012, 20 : 14404 - DOI: 10.3402/rlt.v20i0/14404