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Developing a flexible pathway for dental technicians learning through distance education

Reference is made in Flexible Pedagogies: part-time learners and learning in higher education to a selection of case studies that illustrate how flexible pedagogies have been developed to support the needs of part-time learners.

This case study illustrates how digital technologies have been drawn upon to engage part-time learners who are geographically widespread.

Cardiff Metropolitan University

This case study describes how use was made of video conferencing to provide a flexible pathway for dental technicians across the UK. Links between the University and the students’ workplace were set up using Adobe Connect Pro® web-based video-conferencing. This software allowed traditional types of information along with highly detailed images to be captured and broadcast and then used as re-usable learning objects for various purposes. The students were situated at geographic sites independent not only from the University but also one another and met in the virtual ‘classroom’ on a weekly basis - there was no attendance to campus in the traditional sense. Much of the work required for the programme was carried out in the students’ workplace. The institution’s VLE was used extensively for access to learning resources. Work-based mentors were also identified and offered guidance to support the learner(s) at each laboratory. Accessibility retention and student performance have all improved.delivered online over three terms and is supported by optional workshops/study days at the start of each term. Owing to the geographical variations of the student group attendance is not compulsory although it is recommended. As a result of the non-compulsory aspect of the workshop students who are not able to attend are not put at a disadvantage since all theoretical aspects of the modules are delivered online and relevant materials from the workshop are made available to those who are unable to attend. Theoretical elements are delivered via the University VLE with tasks being released on a weekly/fortnightly basis dependent upon activity and related work. A model of social and ‘discovery’ learning has been adopted to enable students to gain skills in independent learning and contextualisation of key aspects into their own practice.

ptl_cs_cardiff_met_dental.pdf
26/09/2013
ptl_cs_cardiff_met_dental.pdf View Document

The materials published on this page were originally created by the Higher Education Academy.