Centre for the Advancement of Teaching and Learning

(Academic Council Resolution 39/01)

Flexible teaching and learning

Flexible teaching seeks to provide educational programs in ways that meet the changing needs of learners. Programs are designed to cater for a more diverse range of learners, learning styles, needs and interests than are normally catered for through conventional study programs. Flexible teaching, in the context of higher education, is concerned with the provision of a learning environment for students that incorporates a variety of access opportunities as well as a variety of learning modes. The learning opportunities of students are optimised by the expert shaping of learning environments within a particular course or program of study. Learners' access to and control over their learning environment increases, as they are able to select their most appropriate form of access and/or learning mode in relation to a particular course of study. Flexible teaching includes conventional teaching practices and learning modes as well as alternatives and options provided by various media including, but not exclusive to, the recent developments in communications and information technology.

Online learning¹

Online learning is a sub-set of flexible teaching and learning that seeks to provide greater access to learning for all students.

An online learning environment is one that goes beyond the replication of learning events that have traditionally occurred in the classroom and are now made available through the Internet. It provides for different ways of learning and the construction of a potentially richer learning environment that provides for fresh approaches to learning, caters for different learning styles as well as allowing for greater diversification in learning and greater access to learning.

An online learning environment can include any or all of a number of aspects ranging from administration details relevant to the class to learning experiences mediated through interactive multimedia to a total course delivered via the Internet. These aspects are outlined in Figure 1 below.

An online learning environment can supplement or complement a traditional face-to-face learning environment or it may provide a complete learning package that requires little face-to-face contact (See Appendix: DETYA Definitions of Online Modes).

Figure 1: Aspects of an online learning environment

Aspect of an online learning environment	Examples	Types of student activity
Administration - online support for learning	Unit outline Calendar Notices Class management Assessment submission	Access to administrative resources and details through the Internet.
Communication	Email Discussion/bulletin boards Chat rooms E-conferencing Frequently Asked Questions (FAQs)	Projects with other students (oncampus, offcampus or remote/international). Interaction with unit coordinator/tutor. Interaction with discipline experts from other institutions etc. Special event contact with tutor and other students. Online socialisation. Information exchange.
Delivery of content	iLectures Handouts PowerPoint slides	Access to learning resources through the Internet.
Assessment	Formative e.g., quizzes Summative e.g., modified essay questions, assignments	Access to feedback and self-checking resources through the Internet.
Resources	Support material e.g., movies, images Links to other relevant sites Library resources e.g., journals, databases	Access to learning resources through the Internet. Students contributing resources and material to the website
Interactive learning activities	Multimedia Simulations Computer Assisted Learning (CAL) e.g., programs that profile the learner, assesses the students knowledge and then tailors the program to the student's needs	Interaction with learning materials. Projects.

Online learning at UWA

UWA has articulated a vision of itself as a "high touch, high tech" university that aims to provide a rich learning environment for its students. As the University continues to seek ways to enrich the students' learning environment, online teaching and learning resources are being developed as a supplement or complement to the on-campus learning environment that is so highly valued by the University for its students.

¹Sometimes referred to as eLearning

Appendix: DETYA Definitions of Online Modes

Mode A - Web-Supplemented

A unit is web-supplemented if enrolled students have optional access, via the web, to information on the unit which is additional to the information available in the Faculty Handbook ( e.g fuller unit descriptions, assessment overview, examination information, reading lists )

Mode B - Web Dependent

A unit is web-dependent if: participation on-line for any or all of the activities in (i), (ii) or (iii) below is a compulsory requirement of participation, although some face-to-face component is required.

Students must use the web to interact with the education content necessary for study
Students must use the web to communicate with staff and/or other students
Students must use the web both to interact with content and to communicate with staff and/or other students

Mode C - Fully On line

A unit is fully on-line if all interactions with staff and students, education content, learning activities, assessment and support services are integrated and delivered on line.

Mode D - None of the above

A unit is Mode D if it does not fit into Mode A, B or C (i.e no on-line material at all)

Towards a Definition of Online Learning at UWA