Abstract
| Original language | English |
|---|---|
| Title of host publication | Flexible Learning in an Information Society |
| Editors | Badrul H. Khan |
| Number of pages | 10 |
| Place of Publication | Hershey, PA |
| Publisher | IGI global |
| Publication date | 2007 |
| Pages | 272-281 |
| Chapter | 26 |
| ISBN (Print) | 9781599043258, 1599043254 |
| ISBN (Electronic) | 9781599043272 |
| DOIs | |
| Publication status | Published - 2007 |
| Externally published | Yes |
Bibliographical note
CBS Library does not have access to the materialCite this
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Evaluating Flexible Learning in Terms of Course Quality. / Collis, Betty; Margaryan, Anoush .
Flexible Learning in an Information Society. ed. / Badrul H. Khan. Hershey, PA : IGI global, 2007. p. 272-281.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research
TY - CHAP
T1 - Evaluating Flexible Learning in Terms of Course Quality
AU - Collis, Betty
AU - Margaryan, Anoush
N1 - CBS Library does not have access to the material
PY - 2007
Y1 - 2007
N2 - Learning becomes more flexible when options are offered to learners, not only about the time and place and pace of learning, but also relating to types and origins of study materials, to forms and quantity of learning activities and assignments, to ways of interacting with others within the course, and to forms of assessment. De Boer (2004) has analyzed flexible course delivery within universities and found that the most flexibility is found in logistic aspects of the course such as flexibility in dates by which assignments must be submitted or flexibility in the location of course meetings, whereas pedagogical flexibility in which the learner can tailor aspects of the learning process itself is still relatively little seen. Within companies, flexible learning is often described as e-learning or blended learning. In an analysis of literature about flexible learning in companies, Margaryan and Bianco (2002) found that e-learning typically involves logistic flexibility at the price of pedagogy: little or no options are available for social interaction, a direct relationship with an instructor, or for choice in types of learning activities and ways of carrying out those activities.
AB - Learning becomes more flexible when options are offered to learners, not only about the time and place and pace of learning, but also relating to types and origins of study materials, to forms and quantity of learning activities and assignments, to ways of interacting with others within the course, and to forms of assessment. De Boer (2004) has analyzed flexible course delivery within universities and found that the most flexibility is found in logistic aspects of the course such as flexibility in dates by which assignments must be submitted or flexibility in the location of course meetings, whereas pedagogical flexibility in which the learner can tailor aspects of the learning process itself is still relatively little seen. Within companies, flexible learning is often described as e-learning or blended learning. In an analysis of literature about flexible learning in companies, Margaryan and Bianco (2002) found that e-learning typically involves logistic flexibility at the price of pedagogy: little or no options are available for social interaction, a direct relationship with an instructor, or for choice in types of learning activities and ways of carrying out those activities.
U2 - 10.4018/978-1-59904-325-8.ch026
DO - 10.4018/978-1-59904-325-8.ch026
M3 - Book chapter
SN - 9781599043258
SN - 1599043254
SP - 272
EP - 281
BT - Flexible Learning in an Information Society
A2 - Khan, Badrul H.
PB - IGI global
CY - Hershey, PA
ER -