Learning from delivering nutrition subjects in new and flexible tertiary teaching and learning environments

The first subject "Nutrition in Practice in Developing and Developing Countries" was offered in Semester 1, 2000. The decision to adopt flexible learning meant not only a redesign of the materials, but a change in roles for teaching staff. All subjects had originally been delivered in a face to face model of instruction, allowing for vigorous discussion of the issues within class. However, with the inclusion of external students, such a model was no longer viable and the question of how to teach a class group consisting of on campus international students and off campus Australian students raised a number of issues. Firstly, there was the issue of staff workloads and the need to avoid teaching two separate groups. Secondly, there was a desire to provide an equitable learning experience for both groups. Third was the desire to maintain a high level of interactivity and discussion to bring the students together in one group. The other major issue was to find a way to encourage these two very different groups with very rich, but diverse backgrounds to share their knowledge and previous experiences.

With the above issues in mind, the decision was made to move to an integrated model of teaching and learning including print based learning guides, selected readings, web sites, numerous learning activities, and email and bulletin board discussions. An optional four hours of contact time is available to on campus students.

Taking a case study approach, this study aimed to explore the challenges faced in changing the learning context from an on campus, face to face learning environment comprising both on campus and off campus students and the issues that arose as a result of this. The lecturer involved in teaching this subject faced very real challenges in moving from a tried and tested and more familiar model of successful teaching to a model that was not only untested but also required the acquisition of new skills. A comprehensive evaluation of the new model was undertaken and this included gathering detailed information about the lecturer's experience. To this end, the lecturer completed a weekly journal outlining her activities, experiences and reflections as well as participating in two semi-structured interviews. This data provides a clear picture of the realities of changing learning contexts and some of the challenges faced in becoming competent in these new environments.