Flexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education

Nonfiction, Reference & Language, Education & Teaching, Teaching, Computers & Technology, Administration
Cover of the book Flexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education by Elizabeth Burge, Chère Campbell Gibson, Terry Gibson, Athabasca University Press
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Author: Elizabeth Burge, Chère Campbell Gibson, Terry Gibson ISBN: 9781926836621
Publisher: Athabasca University Press Publication: December 1, 2011
Imprint: AU Press Language: English
Author: Elizabeth Burge, Chère Campbell Gibson, Terry Gibson
ISBN: 9781926836621
Publisher: Athabasca University Press
Publication: December 1, 2011
Imprint: AU Press
Language: English

Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. The collection in international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on a series of questions, including: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail?

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Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. The collection in international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on a series of questions, including: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail?

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