Towards flexible learning for adult learners in professional contexts: an activity-focused course design

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.

Keywords:

• flexible learning
• online learning activities
• course design
• adult learning

Acknowledgements

The TQ(FE) tutors and students who responded to questionnaires and took part in reflective conversations and interviews are thanked for their contributions to this research. Do Coyle, Chris Aldred and two anonymous referees provided helpful comments on earlier drafts of this article. Some sections of this article are based on a conference presentation made at Ed-Media 2008.