One of the priority areas for the University is that of flexible teaching and learning.

Although the terms 'flexible teaching and learning' and 'flexible delivery' are used in many different ways, they are generally associated with giving students more control over their own learning and making learning experiences less time and place dependent than traditional teaching approaches allow. Flexible approaches cater for a range of student learning styles and approaches and give students more choices about where, how and when they learn. Flexibility does not have to rely on information and communication technologies. A number of approaches to flexible teaching and learning have nothing to do with using technology. Flexible approaches to teaching and learning cater for students who have work and family commitments, or those who for any reason are unable to attend classes at set times on a regular basis. Flexibility is particularly important for mature aged students.

Some of the strategies for introducing more flexibility within courses at the University of Tasmania include: online teaching, videoconferencing, flexible scheduling of classes, flexible pathways in and out of courses, workplace learning, resource-based teaching and flexible access to lecture materials.

Flexible approaches to teaching and learning do not mean replacing the human dimensions of teaching by technology or other media, nor is it a case of just leaving students to do it all by themselves. The learning process should be seen as a dialogue between teacher and student. This dialogue does not always have to be face-to-face and can take place through a variety of media. It is a matter of finding the best balance between face-to-face communications, interaction via other media and individual work.

There are some fine examples of flexible approaches to teaching and learning throughout all areas of the University and we appreciate your feedback on your experience as a student.

Professor Gail Hart
Pro Vice-Chancellor (Teaching & Learning)