FL-Surveys

Tasmanian Polytechnic Flexible Learning Benchmarking - September 2009 Draft Report [|Full Document - 11 pages]

This document begins a process of benchmarking the breadth and depth of flexible learning practice in the new Tasmanian Polytechnic.
 * Executive Summary **


 * Definition: ** Flexible learning occurs when students have choices about the when, where, how, what and who of their learning.

There is a high level of collective experience for a significant range of flexible learning practices among many Polytechnic teachers as a group. This indicates a great potential for learning from each other.
 * Findings: **

Over 50% of staff reported using simulated workplaces, mentoring/coaching, team teaching and self/peer student assessment in at least one class.

About 60% of staff work from home and about 20% do so while travelling. Polytechnic staff ICT skills and home/mobile access have dramatically improved over the last few years however only a small proportion of staff use ICT productivity tools for their work.

About 70% of staff reported having used a Learning Management System (LMS) with the students and it is currently estimated that about 30% of Polytechnic students access an LMS each month**.**

About 80% of students who use a Learning Management System to access course work do so from off-campus with significant access occurring outside most normal campus operating times.

54% of students (Tasmanian Polytechnic and Skills Institute) do not currently access computers on campus.

One third or more staff believe that there are significant barriers to increasing the level of flexible learning for students**.**

Social networking services are accessed on campus by about 40% of students and this accounts for 20% of __student__ data volume. Significant opportunity exists for using social networking services for learning and communication within the Polytechnic.

The adoption of genuine flexible learning practices is well beyond the early adopter stage with a significant proportion of staff reporting that most students have a significant range of choices in at least one of their classes.
 * Observations **

A high proportion of staff are not using particular flexible learning practices.

The collective experience of flexible learning practice within the Tasmanian Polytechnic is extensive and therefore increased adoption of these practices might be achieved through facilitated sharing and communities of practice.

Further adoption of flexible learning practices by staff might also be gained if perceived barriers are addressed.

A significant proportion of students choose to learn off-campus/home as well as on campus.