New shores

Preliminary observations from a proof-of-concept project to define and design a student-centred approach to study mode selection

Abstract

Contemporary higher education providers require students to choose between on-campus, online, or hybrid ‘blended’ study modes. Education providers predetermine which study mode/s are available for each course. Even in ‘blended’ offerings, education providers pre-determine the mix of on-campus and online study activities all students must complete. This paper focusses on the multi-faceted challenges of defining, designing and trialling a new student-centric ‘StudyFlex’ mode of study at La Trobe University and the genesis and rationale behind that initiative. StudyFlex does away with predetermined bright line distinctions between online, blended and on-campus offerings and empowers students, within the context of a single course or subject offering, to self-select and adjust their preferred study mode pathway throughout their studies. Specifically, in this paper, the focus is on the curriculum design and development challenges of ensuring equivalent learning quality experiences for all students, whilst at the same time accommodating a multitude of bespoke student-selected study mode pathways within a single course or subject offering. As a primer for further research, the authors also flag the additional polycentric regulatory and administrative challenges posed by innovations such as the StudyFlex trial and the attempts to reach new student-centric shores which such initiatives represent.