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Openness and flexibility are the norm, but what are the challenges?

Naidu, Som (2017) Openness and flexibility are the norm, but what are the challenges? [Book, Journal, Proceedings Edited]

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A key attraction of distance education has always been the flexibility it affords in terms of the time, place and pace of learning and teaching. At the heart of distance education is freedom from uniform schedules and location to be able to learn or teach. And distance education is by nature the most flexible form of learning and teaching. This flexibility may go far beyond the freedom from time, place and pace to include freedom of choice in relation to issues and topics one might study as well as the type of assessment activities that one might choose to take in return for what kind of credit and at what cost. In the event of this level of flexibility, distance education serves as a minimalist educational provision, devoid of much of the thrills and frills of residential campus-based educational experience. In distance education, many of these accompaniments of the campus-based learning and teaching transaction such as frequent interaction of students with their teachers, other students and the educational organization are considered useful, but not essential to the achievement of the learning outcomes. In fact, distance education is better for it without the need for too much interaction, especially among students. Open access to learning opportunity, and flexibility at least in relation to where a student chooses to study, when and at what pace are its threshold principles within limits of course, such that examinations can be administered at specific times, and students are able to take them when they are offered.

Item Type: Book, Journal, Proceedings Edited
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Centre for Flexible Learning (CFL)
Depositing User: Som Naidu
Date Deposited: 17 Jun 2018 23:19
Last Modified: 17 Jun 2018 23:19

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