Academic and pastoral teams working in partnership to support distance learning students according to curriculum area

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1606674

R. Hilliam, Gareth Williams

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引用次数: 5

Abstract

ABSTRACT The Open University has provided distance learning opportunities for 50 years and succeeds in offering its students many of the attributes of flexible learning. This article is a case study of the development of a highly successful partnership model of academic and pastoral support in mathematics and statistics at The Open University, and its application to flexible learning. The model involved reciprocal governance structures and equal status in the making of curriculum-related decisions. The model is illustrated by three examples throughout the student learning journey before, during and after study. The partnership model is applicable regardless of the curriculum area; hence the article is relevant to all disciplines. Equally, although the model was developed in the context of distance learning, its ethos remains relevant in the face-to-face context, all the more so given the prevalence of flexible learning and the growing number of distance learning courses being offered at traditional Higher Education Institutions across the sector. Abbreviations: OU: Open University; School: School of Mathematics and Statistics; SST: Student Support Team; VLE: Virtual Learning Environment

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学术和牧师团队合作，根据课程领域支持远程学习的学生

开放大学提供远程学习机会已有50年历史，并成功地为学生提供了许多灵活学习的属性。本文是开放大学在数学和统计学领域开发的一个非常成功的学术和牧业支持伙伴关系模式的案例研究，并将其应用于灵活学习。该模式涉及互惠治理结构和在课程相关决策中的平等地位。该模型通过学生在学习前、学习中和学习后的学习过程中的三个例子进行了说明。伙伴关系模式适用于任何课程领域；因此，这篇文章适用于所有学科。同样，尽管该模式是在远程学习的背景下发展起来的，但其精神在面对面的背景下仍然具有相关性，尤其是考虑到灵活学习的普遍性以及整个行业传统高等教育机构提供的远程学习课程的数量不断增加。缩写：OU：开放大学；学校：数学与统计学院；SST：学生支持团队；虚拟学习环境

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.