Transformative Teaching
Abstract
Even before the challenges presented by the Covid-19 pandemic, the tertiary education sector had been exploring options to provide cost-effective, high quality, and flexible online delivery models. Similarly, universities have employed self-regulated learning models since the 1960s. The advantage of online teaching is that it is inclusive of students who cannot physically attend a university campus. Self-regulated learning frees students from the conventional university calendar and allows them to study at their own pace. This article explores hyperflexible learning as a self-regulated mode of study which frees students from both university time and place. Drawing on the results of a pilot program of undergraduate students in an Australian institution, this article highlights the risks and benefits of hyperflexible learning approaches for both students and teachers.
Dr Amy Johnson is an early career researcher and lecturer at Central Queensland University. A passionate educator, Amy is the discipline lead for Public Relations and Journalism in the School of Education and the Arts as well as a Fellow of the Higher Education Academy. Amy is also the lead researcher in the STRIVE (Self-Regulated Tertiary Research Initiative for Vibrant Education) program, which evaluates the effectiveness of self-regulated learning approaches in undergraduate courses. Her work has been published in a range of scholarly journals and she is a regular public commentator.