Evaluating three approaches to flexible delivery in the university classroom

This paper will discuss issues associated with students', academics' and academic managers' perceptions of three different innovative approaches to flexible learning: a web based information literacy skills tutorial; a modular approach to subject delivery and the use of an Intranet system for student assessment and a discussion group.

An interactive student centred web based information literacy skills tutorial was designed to facilitate the development of sophisticated information retrieval skills now required by all students. The tutorial makes use of a variety of web based technologies to add interest and interactivity such as frames to guide users, ScreenCams and animated graphics to explain key concepts. The model is generic and has been successfully applied to teach students in a wide range of disciplines. It has been used with over 2000 students and has been thoroughly evaluated using various methods.

In response to a need to expand provision for increasing student numbers and the diverse needs of academics and academic managers, a modular approach for a first year core subject within an undergraduate program was developed. The large cohort of students (over 600) were split in three groups and at the same time keeping students from similar disciplines together. The subject material was arranged into three modules. The subject content and assessment was delivered on a rotational basis to each of the student groups. Modularisation of the content and its delivery enabled efficient use of resources and staff expertise.

Evaluation of the subject was based on the perceptions of students, teaching and support staff. Early on it became apparent that many of the students experienced difficulty adjusting to the modular approach, consequently the 'settling in' period for these students was longer. Staff had divergent views as to the purposes of the innovation and the consequential impact on students learning. Students obtained results similar to the previous more conventional mode of delivery and student learning did not appear to be affected. Overall the approach proved to be an effective and efficient means of teaching large numbers.

It was noted that some academics and support staff had little experience in the implementation of a flexible approach to delivery and had a natural preference to more traditional modes. Specific skills are required to produce effective teaching and learning packages for the modules, also a considerable investment of time was required.

The third approach focuses on student centred learning and the design and implementation of computer managed assessment and a discussion group using a web based Intranet system within a third year undergraduate subject. This approach will be implemented in the coming months.

It is anticipated that this approach will encourage more teacher-student interaction, promote learners autonomy, be resource efficient and alleviate the problem of the "reduced availability of teaching staff", a frequent complaint and definite source of distress to students. Evaluation of the scheme will be based on a short questionnaire to gauge students' perceptions, which will be administered periodically, in order.

There is little doubt that Internet based computer mediated communication technologies are shaping the future of higher education. Educators face substantial challenges in developing innovative approaches to teaching. This will require reconciling technological and pedagogical approaches to teaching and learning and at the same time the fulfillment of students needs in an effective and stimulating learning environment.