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espace at MMU > Central Departments > Centre for Learning and Teaching > Centre for Learning and Teaching (CeLT) > Making professional development flexible: a case study

Please use this identifier to cite or link to this item: http://hdl.handle.net/2173/13786
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Title: Making professional development flexible: a case study
Authors: Forsyth, Rachel
Citation: Open Learning, 2002, vol.17, no.3, pp.251-258
Publisher: Routledge
Issue Date: Sep-2002
URI: http://hdl.handle.net/2173/13786
DOI: 10.1080/0268051022000048246
Additional Links: http://www.tandf.co.uk/journals/titles/02680513.asp
Abstract: There seems to be a relentless pressure to move towards more flexible approaches to learning and teaching in higher education, as described by Latchem and Hanna (2002) elsewhere in this issue. To achieve this, academic staff need to have access to professional development opportunities in flexible learning. This case study describes the experience of trying to 'practice what we preach' in terms of offering professional development for learning and teaching in a flexible way. However, it was found that academic staff were less prepared to be flexible learners than they thought, and that it was necessary to reduce flexibility for the professional development to achieve its intended outcomes.
Type: Article
Language: en
Description: This metadata relates to an electronic version of an article published in Open learning, 2002, vol.17, no.3, pp.251-258. Open learning is available online at informaworldTM at http://www.informaworld.com/smpp/content~content=a713688458~db=all~order=page
ISSN: 0268-0513
EISSN: 1469-9958
Appears in Collections: Centre for Learning and Teaching (CeLT)

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