scholarly journals Developing a framework for sustainable growth of flexible learning opportunities

2019 ◽  
Vol 4 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Maureen Snow Andrade ◽  
Bethany Alden-Rivers
Keyword(s):  
Learning Opportunities ◽  
Sustainable Growth ◽  
Flexible Learning

scholarly journals The Eccoe Approach to Quality Reviewing Online Descriptions of Learning Opportunities

2020 ◽  
pp. 66-75
Author(s):  
Deborah Arnold ◽  
Alessandra Antonaci ◽  
Lisa Marie Blaschke ◽  
Gérard Casanova ◽  
Ada Giannatelli ◽  
...  
Keyword(s):  
Quality Criteria ◽  
Learning Opportunities ◽  
Online Information ◽  
Actual Process ◽  
The European Union ◽  
Major Step ◽  
Flexible Learning ◽  
Learning Opportunity ◽  
Stakeholder Consultation ◽  
Future Work

As learners seek more flexible learning opportunities, and employers become gradually more open to accepting alternative forms of credentials, there is a need to improve the visibility and quality of the online information available about such opportunities. This information includes not only the descriptions of formal and non-formal learning opportunities, from full degree programmes to optional courses and MOOCs, but also the credentials learning opportunities can lead to and by whom these credentials are recognised. The new Europass initiative of the European Union is a major step forward in this respect, offering the possibility to search for both learning and employment opportunities via a platform that will support a variety of different credentials. Building on the Europass Learning Model, the Erasmus+ ECCOE project makes a significant contribution to this future platform, by defining specific quality criteria for evaluating both learning opportunities and their credentials. This paper describes the methodology applied for the quality review of online descriptions with the ultimate aim of developing a catalogue showcasing learning opportunities that meet the criteria defined by the project. This methodology concerns two levels: (a) the actual process designed and implemented transnationally for the first iteration of over 100 learning opportunity descriptions, and (b) the two PDCA (Plan, Do, Check, Act) quality improvement cycles applied to refining the process itself. The paper also presents the results of this first iteration and formulates recommendations relevant for learning opportunity providers. Future work involving stakeholder consultation is also presented, as are the synergistic interactions between this research and the overall ECCOE project outcomes within the wider context of European work on Digital Credentials and open, online and flexible learning.

scholarly journals The Use of WhatsApp for Flexible Learning: Its Effectiveness in Supporting Teaching and Learning in Sierra Leone's Higher Education Institutions

2020 ◽  
Vol 13 (1) ◽  
pp. 35
Author(s):  
Emerson Abraham Jackson
Keyword(s):  
Sierra Leone ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Government Support ◽  
Flexible Learning ◽  
Instructor Interaction ◽  
The Right ◽  
Effective Use ◽  
Made In

<p class="Body"><span>Despite its inherent limitations, Whatsapp messenger has proved beneficial in bridging the gap in technology provision for enhancing students' learning experiences in Sierra Leone. The need to make sure students dedicate time in using Whatsapp for the benefit of improving their learning experiences was emphasised; this as suggested can be done through participation in group collaboration, which involve peer-to-peer and peer-to-instructor interaction. Equally, to advance effective use of flexible learning opportunities, institutions must consider alternatives like Moodle / Blackboard, which already comes with the added capabilities of MIS synchronisation features of integration with students' record. In all of the aforementioned points, there is a need for government support in ensuring the right investment is made in bringing the country's HEIs integrated ICT learning provision to international standard. </span></p>

scholarly journals Key Factors Needed for Developing a Higher Education Cross-Campus Learning Environment in a Nordic Context

2021 ◽  
Vol 6 ◽  
Author(s):  
Shaun Sydney Nykvist ◽  
Veruska De Caro-Barek ◽  
Robin Støckert ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Experience ◽  
Research Question ◽  
Learning Opportunities ◽  
High Quality ◽  
Learning Space ◽  
Flexible Learning ◽  
Postgraduate Students ◽  
Pedagogical Approaches

The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches. This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context. The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?” A pedagogy, space and technology (PST) framework underpins the development of this program and forms the basis for its development. The findings from our research identify three themes that need to be considered when attempting to design and implement high quality learning opportunities for students studying a largely synchronous hybrid music, communications and technology program. These themes were flexibility, trust and the human element, and ownership. The findings also highlight the need for a renewed focus on pedagogical approaches that can be adapted and continually revised to meet the changing needs of students in a synchronous hybrid learning space.

Designing and Implementing Views on Competencies

2007 ◽  
pp. 221-233 ◽  
Author(s):  
Marcel van der Klink ◽  
Kathleen Schlusmans ◽  
Jo Boon
Keyword(s):  
Learning Process ◽  
Learning Opportunities ◽  
Specific Function ◽  
Flexible Learning ◽  
Five Dimensions ◽  
Personal Learning ◽  
Fuzzy Concept ◽  
E Learning ◽  
Competency Based ◽  
Learning Plans

In education as well as in Human Resource Management the concept of competency is becoming more and more important. However competency is a fuzzy concept that lacks coherent terminology and is used in many different meanings. In the first part of this chapter competency is defined as a multi-dimensional construct with five dimensions: specificity, coherency, durability, activity and trainability. Then two approaches are presented to establish the competencies organisations or educational institutes should address :the function-based approach which focuses requirements for good performance in a specific function and the employee based approach which focuses on individual competencies for excellent performers. Finally it is argued that a competency based curriculum should move towards self-directed competency-based learning (SDCBL), using personal learning plans and adopting the flexible learning opportunities of e-learning. However SDCBL can only be successful when learners can be taught to be responsible managers and owners of their own learning process.

Asynchronous Content Design for Flexible Learning

2011 ◽  
pp. 116-125
Author(s):  
Gülsün Kurubacak ◽  
T. Volkan Yuzer
Keyword(s):  
Dynamic Change ◽  
Virtual Learning ◽  
Learning Opportunities ◽  
Flexible Learning ◽  
Online Programs ◽  
Long Period ◽  
E Learning ◽  
Micro Level ◽  
Content Design ◽  
Educational Contents

Gradually, more institutions around the globe are becoming involved in dynamic change over a long period to provide time- and location-independent asynchronous e-learning opportunities. With the potential of network-based technologies, asynchronous e-learning has become a powerful, global, interactive, economic, and dynamic as well as democratic tool of virtual learning (Khan, 1997). Asynchronous e-learning provides an opportunity to build flexible online programs for sharing knowledge with virtual educational contents. To generate cogent asynchronous e-learning opportunities, however, it is important to analyze the principles, ethics, and pitfalls of sharing knowledge online between professionals and community. Therefore, asynchronous content must be designed carefully based on macro- and micro-level frameworks, which provide us with elaborating open, flexible, and distributed virtual learning milieus.

scholarly journals Meeting the challenge of providing flexible learning opportunities: Considerations for technology adoption amongst academic staff | Relever le défi de fournir des occasions d’apprentissage flexibles : considérations pour l’adoption de la technologie

2015 ◽  
Vol 41 (1) ◽  
Author(s):  
Negin Mirriahi ◽  
Bhuvinder Singh Vaid ◽  
David P Burns
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Technology Acceptance ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Opportunities ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Flexible Learning ◽  
Higher Education Leaders

This paper reports on a subset of findings from a larger study investigating resistance from academic staff to the integration of technology with on-campus foreign language teaching at one North American higher education institution. The study revealed that the factors influencing technology adoption paralleled Davis’ Technology Acceptance Model’s tenets of perceived usefulness and ease of use. Further, this study supports Lai and Savage’s (2013) assertion of a lack of attention to the pedagogical affordances of technology when adoption decisions are made by instructors, thus we highlight the need for higher education leaders to determine strategies promoting awareness of the benefits technology-enabled teaching and learning can bring to advance educationally-rich flexible learning opportunities. Cet article traite d’un sous-ensemble de résultats provenant d’une étude plus vaste ayant enquêté sur la résistance des universitaires envers l’intégration de la technologie à l’enseignement en langue étrangère sur le campus dans un établissement nord-américain d’études supérieures. L’étude a révélé que les facteurs ayant une influence sur l’adoption de la technologie coïncident avec les principes du modèle d’acceptation de la technologie de Davis sur l’utilité perçue et la facilité d’utilisation. De plus, cette étude appuie l’assertion de Lai et Savage (2013) d’un manque d’attention envers les affordances pédagogiques de la technologie lorsque les décisions d’adoption sont prises par les formateurs. Nous soulignons donc le besoin, pour les meneurs de l’éducation supérieure, de déterminer les stratégies qui favorisent la connaissance des avantages de l’enseignement et de l’apprentissage que permet la technologie pour faire progresser les occasions d’apprentissage flexibles et riches sur le plan éducatif.

scholarly journals Inclusion and online learning opportunities: designing for accessibility

2002 ◽  
Vol 10 (2) ◽  
Author(s):  
Elaine J. Pearson ◽  
Tony Koppi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Special Needs ◽  
Learning Community ◽  
Higher Education Institutions ◽  
Educational Experience ◽  
Learning Opportunities ◽  
Learning Methods ◽  
Flexible Learning ◽  
Online Technologies

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students.DOI:10.1080/0968776020100203

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