This study explores the perspectives of teachers and learners in flexible learning environments in relation to information and learning, and the implications of these perspectives for the design of effective library and information services. It adopted a case study methodology to investigate three flexible learning academic subjects offered at the University of Wollongong in Autumn Semester (March to June) 2000. Using a contextual and document review, teacher and student questionnaires, and in-depth interviews, data were gathered on participant perspectives on the following key areas of research interest: concepts of flexible learning; the flexible learning environment; the role of the teacher; the role of the learner; methods of communication; concepts of information; methods of presenting information; using information resources and services; the role of the librarian; concepts of learning; the learning process; and the relationships between information, learning and knowledge. Interview data were analysed using the constant comparative method to identify conceptual categories and higher-level themes within individual cases as well as collectively across all three cases. The main conclusions of the study were that: (1) the ways in which information and learning are conceived are central to understanding information use as part of the learning process; (2) there are a number of identifiable processes or phases involved in using information to learn; (3) the integration of information resources and communication mechanisms is a major benefit of the online learning environment; and (4) the design of the flexible learning environment influences student approaches to learning and the use of information and learning resources. The implications of the study conclusions for library and information services include the need for librarians to develop an understanding of the relationship between information and learning; the need to encourage active engagement with information, qualitative/deep approaches to learning, and critical and interpretative thinking; the need to integrate library resources, services and communication systems into online learning environments; and the need for librarians to develop their roles as collaborative partners with teachers, as guides and facilitators of student learning, as designers of information environments, and as advocates for the incorporation of information resources and services into flexible learning environments. Suggestions for further research include ongoing studies on information conceptualisation and use within flexible learning environments, and a larger scale phenomenographic study of conceptions of information.

This study explores the perspectives of teachers and learners in flexible learning environments in relation to information and learning, and the implications of these perspectives for the design of effective library and information services. It adopted a case study methodology to investigate three flexible learning academic subjects offered at the University of Wollongong in Autumn Semester (March to June) 2000. Using a contextual and document review, teacher and student questionnaires, and in-depth interviews, data were gathered on participant perspectives on the following key areas of research interest: concepts of flexible learning; the flexible learning environment; the role of the teacher; the role of the learner; methods of communication; concepts of information; methods of presenting information; using information resources and services; the role of the librarian; concepts of learning; the learning process; and the relationships between information, learning and knowledge. Interview data were analysed using the constant comparative method to identify conceptual categories and higher-level themes within individual cases as well as collectively across all three cases. The main conclusions of the study were that: (1) the ways in which information and learning are conceived are central to understanding information use as part of the learning process; (2) there are a number of identifiable processes or phases involved in using information to learn; (3) the integration of information resources and communication mechanisms is a major benefit of the online learning environment; and (4) the design of the flexible learning environment influences student approaches to learning and the use of information and learning resources. The implications of the study conclusions for library and information services include the need for librarians to develop an understanding of the relationship between information and learning; the need to encourage active engagement with information, qualitative/deep approaches to learning, and critical and interpretative thinking; the need to integrate library resources, services and communication systems into online learning environments; and the need for librarians to develop their roles as collaborative partners with teachers, as guides and facilitators of student learning, as designers of information environments, and as advocates for the incorporation of information resources and services into flexible learning environments. Suggestions for further research include ongoing studies on information conceptualisation and use within flexible learning environments, and a larger scale phenomenographic study of conceptions of information.

Innovative Learning Environments are increasingly built and implemented in schools, but are not necessarily being used according to designers' intentions. The goal of this study was to examine teacher perceptions of the innovative learning spaces they were charged with using and to determine if they were being used effectively and as designed. The research was guided by three basic questions: what were the teachers' perceptions of these spaces, was the teacher pedagogy need to change to accommodate the space, and did the teacher feel support by campus leadership. The fourth research question centered around the goals and vision of the design team that created the innovative learning space. The crux of the issue was that the districts vision for the space came to fruition once the teachers were in the actual space with the students. This qualitative study interviewed seven teachers in the educational setting and separately interviewed the design team. The results indicated that some of the teachers were unaware of the definition of an innovative space and believed that they were utilizing the space in ways that met the designs of the campus leadership. Furthermore, teachers felt the new designs caused a classroom management issue as well as safety and security concerns. The design team felt that teachers needed more training on how to use the innovative spaces and that they were not being used as intended. To inform future school and district policies as well as educational leadership practices, more work is needed around what types of training might be more effective in helping teachers make a pedagogical change if assigned to an innovative learning environment.

The development of the web has become an attractive area, with continuously and rapid development in the area it has led to a big change in the way of learning. Learning is a concept with many definitions, but a definition that is many at hand is that learning means that individuals seeking new knowledge and experiences that shape their goals, behavior and environment. With the development of the web a new way of learning emerged, E-learning. E-learning integrates information technology with the traditional learning to offers a flexible way of learning for students where they won't be dependent on time, place or others issues that would prevent their learning.   E-learning takes shape of an application, LMS (Learning Management System). Today LMS are widely used in many universities, but with new technique comes new problems. The constant developments of the LMS have made the decision to use LMS difficult. A student may be faced with many different LMS during their study period which will lead to confusion and issues instead of enhancing their learning.   Another problem is that the professors and staff of the university will also get affected by the LMS, the professors tends to rely and use the traditional ways of teaching rather than embracing the new technique and make use of it. The purpose of this study is to investigate the problem area and propose how the LMS situation in Linnaeus University can improve and lead to an enhanced E-learning for the students of the university.   A survey was made to locate the problem area, LMS situation and what requirements and needs the student have for a LMS. The result was many different LMS is being used by the students, we have therefor based on our findings these 3 pillars that should be considered for an LMS, collaboration, communication and tools and features, together with Rosenberg's list of 11 core features is needed to satisfy the students and lead to an improved LMS and enhanced E-learning. / I och med att webbutvecklingen blivit ett lockande område som oavbrutet utvecklas i hög hastighet förändrar det också samtidigt hur lärande tidigare sett ut.  Lärande är ett begrepp med många definitioner, men en definition som ligger många tillhands är att lärande innebär att individen söker nya kunskaper och erfarenhet som tillslut formar deras mål, beteende och miljö. Tillsammans med webben har en ny form av lärande uppkommit, nämligen e-lärandet. E-lärandet innebär ett utformande av det traditionella lärandet tillsammans med informationsteknologin för att skapa ett flexibelt lärande, där studenterna kan skaffa sig nya kunskaper i egen tid, takt och vartsomhelst.   E-lärandet gestaltas i form av det som kallas LMS (Learning Management systems) eller lärplattformar. I många av dagens universitet är många lärplattformar implementerade, men ett problem har dock varit valet av rätt lärplattform till rätt kurs, eftersom att dessa lärplattformar hela tiden utvecklas och nya tekniker uppstår. Ibland händer det att studenter använder sig utav flera olika lärplattformar under en termin, vilket skapar problem.  Ett annat problem har också varit att många lärare tenderar att förlita sig på gamla metoder hellre än att använda sig utav en plattform. Därför har syftet med detta examensarbete varit att utreda problemområden och föreslå hur lärplattformssituationen vid Linnéuniversitetet kan förbättras samt undersöka om det kunde bidra med ett förbättrat e-lärandet för studenterna på Linneuniversitet.   Via en enkät fick man reda på problemområden, lärplattformssituationen och vilka funktioner och verktyg som saknades på lärplattformarna. Studenterna använde sig utav olika lärplattformar beroende på vilken kurs de läste, men många bland dem var nöjda med de lärplattformar de hade erfarenhet utav.   För att lärplattformssituationen ska förbättras och bidra till ett förbättrat e-lärandet för studenterna har vi därför utifrån studenternas behov och det teoretiska perspektivet tagit upp tre perspektiv, samverkan, kommunikation samt verktyg och funktioner. Dessa perspektiv tillsammans med Rosenbergs elva kärnfunktioner över hur en lärplattform skall utformas anser vi vara tillräckliga för ett förbättrat lärplattform och e-lärandet.

The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students’ assessed work and interviews with key stakeholders: student, teacher and the organisation. Data collection and analysis occurred simultaneously as an iterative process. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The survey was analysed using descriptive statistical analysis techniques. Finally, a rubric was constructed as a matrix for analysing assessed work. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. Flexible learning was found to improve access, choice, and provide an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as it is at this level where greater change can be made to improve support for flexible learning provision.

The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students’ assessed work and interviews with key stakeholders: student, teacher and the organisation. Data collection and analysis occurred simultaneously as an iterative process. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The survey was analysed using descriptive statistical analysis techniques. Finally, a rubric was constructed as a matrix for analysing assessed work. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. Flexible learning was found to improve access, choice, and provide an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as it is at this level where greater change can be made to improve support for flexible learning provision.

The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students’ assessed work and interviews with key stakeholders: student, teacher and the organisation. Data collection and analysis occurred simultaneously as an iterative process. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The survey was analysed using descriptive statistical analysis techniques. Finally, a rubric was constructed as a matrix for analysing assessed work. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. Flexible learning was found to improve access, choice, and provide an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as it is at this level where greater change can be made to improve support for flexible learning provision.

The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students’ assessed work and interviews with key stakeholders: student, teacher and the organisation. Data collection and analysis occurred simultaneously as an iterative process. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The survey was analysed using descriptive statistical analysis techniques. Finally, a rubric was constructed as a matrix for analysing assessed work. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. Flexible learning was found to improve access, choice, and provide an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as it is at this level where greater change can be made to improve support for flexible learning provision.

This research examines the reading and information needs of undergraduate distance education students at Curtin University of Technology and the academic library's role in meeting those needs. Twelve undergraduate units offered at Curtin in second semester were selected as the prime units of this research. The research was conducted in three phases in 1996. First, the documents supplied to the distance education students were examined to determine what reading was specified and/or suggested to the students. Next, the unit co-ordinators responsible for the units were interviewed to find out what reading and information literacy expectations they held for their distance education students. Finally, the non-metropolitan area students enrolled in the units were interviewed to find out if they felt they could complete the units using only supplied readings and prescribed texts. They were also asked about obtaining resources through Curtin University Library and Information Service or other sources. Their use of telecommunications and computers was also examined.This research found there were as many models of the practice of distance education as there were units surveyed. There was a high degree of agreement between the unit co-ordinators and students on the possibility of completing their associated units using only the supplied reading plus the textbooks. The students could not complete their units using only the supplied reading but many could successfully complete units using the supplied reading and set texts.Although all students were using computers there was a significant difference in the number of students that had access to a computer linked to telecommunications and the number of students that were using this access. Only a small proportion of the students used this facility to access the Curtin Off Campus Library Services.There was a lack of knowledge by ++ / students of the services and resources that were available to them. Responses from students indicated they were not effectively informed about the services and resources available to them. This lack of knowledge of existing services pointed to a need for improved marketing of the services to this group of students. An improved level of co-operation between the library, the unit co-ordinators and the University Distance Education Service is recommended to address some of the issues raised in this research. This co-operation should include working with academic staff in unit and course design and a review of the promotion of all services to distance education students

An action research design, incorporating the repertory grid as a framework for Learning Conversations, is used to examine the management of change for a group of teachers and their schools. The study sets out to analyse how individual, teachers, from twelve primary and middle schools, in three outer London boroughs, learnt about managing change in their schools, in relation to children with Special Educational Needs. To study how the school supported these individuals, Headteachers and Deputy Heads were also included in the research. The sample of teachers was chosen from those who had attended either of two sets of in-service courses on Special Educational Needs in Ordinary Schools. The first set of teachers had recently completed their course; the second had completed courses between five and eight years previously. This gave an opportunity to compare short-term and long-term learning outcomes from these courses. As the study progressed, so did the development of the use of the conversational techniques. Flexible Learning Conversations, which went beyond the repertory grid techniques, were developed, and the evidence showed that this improved individuals' ability to reflect on their work, thus gaining confidence for future action in their schools. It was, also possible to develop a procedure for small groups of participants to share their own constructs, elicited from personal grid conversations. This led, into a Group Learning Conversation, which also included future action planning. The research also examines the interaction of action research and the Learning Conversation using the repertory grid, in helping to develop reflective practitioners and effective schools. As co-ordinating tutor for both sets of in-service courses, as a co-ordinator of LEA support services in two of the LEAs, and in the role as action researcher, my personal learning has formed part of the research outcomes.