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Towards Flexible Learning for Adult Learners in Professional Contexts: An Activity-Focused Course Design
ARTICLE

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Interactive Learning Environments Volume 19, Number 4, ISSN 1049-4820

Abstract

This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online “learning activities” which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed. (Contains 3 figures.)

Citation

Cornelius, S., Gordon, C. & Ackland, A. (2011). Towards Flexible Learning for Adult Learners in Professional Contexts: An Activity-Focused Course Design. Interactive Learning Environments, 19(4), 381-393. Retrieved February 23, 2019 from .

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Cited By

  1. Course Long Role Play in an Online Graduate Course

    Matt Dodd, Abilene Christian University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 727–732

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