The nature of flexibility
Flexibility is not synonymous with the use of technology or distance education. It has multiple dimensions including:
- Timing
- Location
- Intensity
- Mode
- Assessment
- Content.
2.1 Timing
Students frequently demand to be able to access learning resources at times in the day and week suitable to them. While these demands cannot always be met, it is increasingly important, for PGC students particularly, to introduce flexibility into the delivery times of courses. This flexibility can mean the time of day at which lectures, seminars and tutorials are offered; or flexibility in the academic calendar. A rigid conformity to the two standard semesters may not be appropriate.
2.2 Location
Being an on-campus University is one of the ANU’s strengths and participation in the University’s intellectual life should be a characteristic of CASS’s education. So far as the College will be a provider of e-learning, it will be in the sense of providing pedagogy empowered by digital technology supported by the other dimensions for ‘Blended Learning’. It will not be necessary for a student to be on-campus for the whole of the semester to be fully within the ANU learning community. Online interactive communication tools can create dynamic virtual learning environments which can engage students while they are not on campus.
2.3 Intensity
Although this is an aspect of flexibility which often creates anxiety about academic standards intensive blocks of face-to-face teaching, when supported by virtual learning communities, can be highly effective. A “sandwich” model – whereby students initially undertake preparatory study via the learning management system (LMS), or course web site, then attend one or more intensive blocks of face-to-face teaching, and finally complete their assessment via the LMS – can be very appropriate for PGC courses. The intensive period of teaching need not be at the ANU. It might, for example, include fieldwork or professional practice.
2.4 Mode
Flexibility of mode is the essence of the flexible learning concept. Even where the modes of teaching remain the traditional lecture, tutorials and seminars, all students’ learning will be enhanced by the use of electronic materials and communication. CASS therefore will be moving progressively and systematically towards a blended learning model: that is, a combination of face-to-face communication and online communication, with more intense use of online delivery and digital technologies at the PGC level. In 2009 the University is introducing a new Learning Management System, Wattle, which will be integral to providing this enhanced learning environment.
2.5 Assessment
Assessment drives student behavior and is critical to their learning experience. However, for good reasons, assessment is often constrained by regulation and standardization. It is also often the outcome of historical convention or administrative rigidity.
In 2009 the University and CASS have introduced a new focus on constructive alignment, to ensure that there is a clearer alignment between the learning outcomes of a course, the teaching and learning activities that help students realize these outcomes and the modes of assessment that measure student achievements. An outcomes-based approach to assessment may have radical implications. If what matters is student skills and knowledge rather than attendance, in principle students should be able to be assessed on those skills and knowledge at a time when they feel ready.
2.6 Content
Flexibility in student subject choice is normally posited as a positive goal. However, proliferation of courses, particularly at the advanced level, creates problems of resourcing teaching in a climate where funding from the Commonwealth for undergraduate teaching is not increasing at a rate commensurate with increased costs.
In a research-intensive university, where maintaining high levels of research productivity is a core goal, proliferation of courses is also undesirable.
Flexibility of content therefore might be better addressed by offering more choice within subjects that are thematic or broad in scope than by proliferating courses.