Volume Two - Academic Conferences

Marie Sams et al.
include time constrained tasks and activities that ensure students are able to receive feedback,
whether from peers or facilitators, before they begin any additional tasks, this allows the students to
better utilise the feedback to improve future work.
The level of flexibility should however be determined by the students. This research has found that
the more flexible the approach to study and activities, the more independent some of the students
became. This level of independence develops throughout the academic year as both the facilitators
and students became more creative in their approaches.
There will always be arguments for and against eLearning, however it is clear that as education
evolves technology will certainly not be taking a back seat. Students will increasingly expect to
participate in some form of online education at points within their study, and the key message is rather
than bombard them with fancy technologies and heavy discussion forums, that the focus is kept on
learning outcomes and developing skills within the learner to become more independent and self
directed. By placing the student at the centre of shaping their learning, both the facilitators and
students can find a more rewarding experience. If students are able to see the benefits of eLearning
and self directed study within those areas, it is likely that they will become the drivers eLearning, as
well as gaining rich experiences that are transferable into employment.
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