Criterion referenced evaluation of a campus-wide flexible learning initiative

Abstract

This paper reports a pilot criterion-referenced evaluation of progress in the implementation of a flexible learning venture on a new Australian university campus. Graduating students (n=61) were asked to judge the degree of flexibility in two advanced courses of their degree programs according to criteria and standards derived from the university's own policy on flexible learning. The results of the online evaluation indicate that students believe their courses offer moderate flexibility in terms of control and choice, access to range of learning technologies, support services, web-based learning materials and quality processes. The areas needing attention were identified as flexible assessment and flexibility in terms of access to and participation in courses.