FLEXIBLE COURSEWORK DELIVERY TO AUSTRALIAN POSTGRADUATES - HOW EFFECTIVE IS THE TEACHING AND LEARNING

The educational implications of non-traditional delivery methods at po stgraduate level are not yet well understood. A major question is whet her advantages of access and flexibility are accompanied by trade-offs in learning experiences and outcomes. In this paper we address the ef fectiveness of delivery methods currently used in postgraduate coursew ork programs in Australia. We draw heavily on a national study of flex ible delivery methods in postgraduate education, conducted in 1995. Fo llowing a nation-wide survey, we investigated the effects of delivery technologies on learning and teaching in seven postgraduate courses. I nformation was collected, mostly by taped interview, from staff and st udents, and also from course documentation. We present here a typology , based on teaching and learning characteristics, by which we found it useful to group delivery methods. We identify and discuss four major issues concerning the effects of these delivery methods on learning an d on teaching, under the headings learner control of learning, interac tion and social exchange, teachers as supporters of student learning a nd feedback in teaching. As well, we report, according to the typology , the effects of specific technologies on teaching and learning. We co nclude that on the score of encouraging intellectual independence many non-traditional delivery methods are fairly robust - on managing comp lexity or uncertainty and encouraging a lively critical inquiry, they fare less well. From what we have seen, the most effective strategies at postgraduate level use integrated delivery approaches to create fle xible learning environments with premiums on individual time managemen t and practical application of learning. Considerably more detailed ev aluation of the resulting learning outcomes is needed.