Name(s) of Students involved: Rebecca Fellows, Vanessa Festa, Ikra Husn, Mandy Murji, Zoe Robinson, Matthew Smitten, Emily Treacy and Holly Wynde, with James Westwood.
Name(s) of staff involved: John Peters with Duncan Lawson, Bob Ridge-Stearn, Andrew Csizmadia, Mohammed Rehman, Alexander Coles, David Haylock and Chris Watts
This project aimed to examine flexible learning from student perspectives. It was funded by the Higher Education Academy and draws on materials from the HEA’s flexible pedagogies work-stream. In particular it sought to gather student evaluations of how flexible learning – in terms of pace, place and mode of delivery – and flexible pedagogies are experienced by students as support for their development as flexible learners.
Seven student-researched case studies have been produced, each exploring experiences which the students felt were of flexible learning. These included practices which fit traditional definitions of flexible learning, included learning on a part-time programme or at a distance using educational technology. However, interestingly, they also included examples of flexible pedagogies to enhance student flexible learning within otherwise traditional course structures, such as group working and facilitated independent learning within a module.
Universities clearly need to listen more to students about flexible learning and to understand what they experience as flexible learning.
Project Aims and Outcomes:
To examine flexible learning from student perspectives.
To generate robust student evaluation of the range of flexible learning provision made by Newman University to support the development of its students as flexible learners.
To present an evaluation in the form of an overview report plus seven 2,000 word student-researched case studies of values-informed flexible learning.