Dr Glenn Finger

School of Education and Professional Studies,

Gold Coast Campus Griffith University,

PMB 50 Gold Coast Mail Centre, Queensland, Australia. 9726.

Phone 07 55528618

Email: g.finger@mailbox.gu.edu.au

Mr Andrew Penney

School of Education and Professional Studies,

Gold Coast Campus Griffith University,

PMB 50 Gold Coast Mail Centre, Queensland, Australia. 9726.

Email: a.penney@mailbox.gu.edu.au

Paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle, December 2001

Flexible learning initiatives are a major objective of Griffith University’s Strategic Plan. Moreover, academics are encouraged to implement a range of modes of delivery, including various modes of intensive delivery. This research, following a conceptualisation of a variety of forms of delivery which included traditional formats, intensive modes of delivery and web-delivery of subjects, identified a diverse range of perspectives, tensions and important considerations perceived by students and academic staff about those modes of delivery. Key issues reported were that design is critical, some subjects were more suitable for intensive modes of delivery than others, the duration of the program could be condensed, concerns about and benefits of intensive delivery were articulated, students questioning the 'value for money’ of some subjects, and the perceived benefits for students of on-campus studies. Based upon the findings, the review presented recommendations for informing the strategic planning and delivery of subjects.

As demand for access to tertiary education continues to be strong, University study is no longer viewed as the domain of the recent school leaver and the concept of the range of modes of delivery of courses has also changed markedly. For example, with the emergence of virtual universities, cyber campuses as well as the traditional distance and external studies, some students never actually attend the physical campus that was traditionally viewed as the university. Accompanying these changes are concerns over issues such as quality control and equity highlighted in the following statements:

The comments presented flag the range of perspectives, the tensions and the important considerations perceived by some students and academic staff about various modes of subject design and delivery. While traditional course formats still predominate in Universities, there are identifiable variations which are described in this review as intensive modes of delivery (IMD) approaches to subject timetabling. These variations seem to have emerged due to demands related to University and student needs, preferences and constraints. For example, to maintain and enhance student enrolments, Universities attract increasing numbers of mature-age and part-time students as well as full-time students who are engaged in work concurrently with their studies. In addition, we live in a period of dramatic technological change which holds implications for changes in the modes of subject delivery.

This paper provides a summary of the findings of a review undertaken during 2000. The purpose of that review was to report information and advice about those various modes of delivery offered by the School of Education and Professional Studies (EPS) at the Gold Coast Campus of Griffith University by identifying

• Background information about students to inform considerations for IMD
• Student ability to participate in various forms of subject delivery
• Student preferences for various modes of subject delivery
• Student and EPS Staff perceptions of comparisons between intensive formats and traditional semester length formats in terms of the learning environment, learning outcomes and attitudes toward IMD
• EPS Staff perceptions of preferred modes of delivery for specific subjects

IMD was defined in this review as a concentrated organisation of study which differs from the traditional semester long organisation. Consequently, a variety of forms of IMD were conceptualised as shown in Table 1 below:

Flexible learning initiatives are a major objective of Griffith University’s Strategic Plan, as highlighted by Lovegrove, the Deputy Vice-Chancellor, in a memorandum to all Heads of Schools in which he links flexible learning to providing approaches which focuses on student-centred learning:

Subsequently, Lovegrove (12 January, 2000) suggests that while there is no simple definition of flexible learning, flexible learning at Griffith University "aims to provide greater flexibility in the delivery, time, mode and location of course provision and in individually tailored student learning programs". To support this movement, Griffith University has established Griffith Flexible Learning Services (GFLS) and ongoing leadership and support is provided by the Griffith Institute for Higher Education (GIHE). Indicative of the collaborative work undertaken by GFLS and GIHE is the commencement in 2000 of the Graduate Certificate in Flexible Learning which is co-convened by GIHE and GFLS. The Graduate Certificate in Flexible Learning course objectives encourages practitioners to

This review of IMD sought data from staff and students from the School of Education and Professional Studies (EPS) at the Gold Coast campus of Griffith University.

In this review, four approaches were used:

• An analysis of the literature relating to Intensive Modes of Delivery (IMD)
• An analysis of historical data, including

• Summer, Winter and Spring School subjects

• Data obtained at the end of 1999 and 2000 from students enrolled in 1^st, 2^nd and 3^rd year B. Ed. (Primary) subjects

• Surveys were administered with

• students enrolled in 1^st,2^nd, 3^rd and 4^th year B. Ed. (Primary) subjects,

• students enrolled in B. Ed. (Primary) Graduate Entry
• EPS academic staff

• EPS Staff were also given the opportunity to request an interview with the reviewers

An analysis of the literature relating to IMD was undertaken to identify key issues and implications emerging from previous studies elsewhere. This analysis also sought to guide the design of the surveys for students and staff. From the review of the literature, potential advantages and disadvantages of various forms of delivery have been summarized in Table 2 below in terms of attitudinal changes and in Table 3 in terms of performance, planning, and subjective factors. Studies by Dempster (1993), Scott (1994), McGorry and McGorry (1998) highlighted substantial potential advantages for intensive modes of delivery.

Table 4 below provides a summary of intensive course studies by format from a review by Scott and Conrad (1991). The outcomes reported by the various authors reveal mixed outcomes in terms of some findings in favour of intensive modes, one finding in favour of traditional formats and most studies which reported no significant differences in outcomes. Interestingly, all case studies favoured intensive formats.

(Adapted from Scott and Conrad, 1991, p. 75)

*NS = nonsignificant differences in outcomes

+ I = findings in favour of intensive formats

+ T = findings in favour of traditional formats

CS = case study – all case studies favoured intensive formats

There is a substantially greater proportion of female students than male students in the Teacher Education programs offered by the School of Education and Professional Studies with 82.5% of respondents being female.

The number of students that have access to the Internet at their present accommodation was reasonably consistent across groups surveyed ranging from 69.5% of second year students to 80% of third year students. All postgraduate students studied reported that they had Internet access. Whilst these figures reflect high levels of Internet access by students, the implication here is that if a subject was to be delivered totally by web-delivery, approximately one in every four students would not be able to access the subject materials off-campus at their present accommodation.

The majority of students (76.8%) surveyed reported that they are involved in part-time work while they are studying. Economic and personal responsibilities require many students to earn income through part-time work.

The majority of students (93%) in all programs surveyed tend to live within a 50 km radius of the Gold Coast campus and 75.8% of students live within 30 km of the campus. These findings suggest that the student population undertaking these EPS programs are located within reasonably close proximity of the campus enabling a Gold Coast on-campus focus for provision of the study program.

Very high percentages of students indicated that they could participate in the traditional, semester long format (95.9%) and two-three weeks of delivery (94.3%) whereby they would be required to attend 5-10 hrs per week for a subject. In contrast, almost half of the students indicated that they were unable to participate in subjects delivered either over a series of weekends (41.4%) or over a weekend and a series of evenings (45.9%). As some core Bachelor of Education subjects are currently delivered over weekends, this raises serious issues relating to equity and access. Given the high proportion of students committed to part-time work, it would appear that students undertake their part-time work on weekends. In addition, it might be that students have a range of other legitimate personal, family, sporting and religious commitments on weekends. 73 % of all students felt able to participate in a subject that was dependent on the content and activities being web-based, with little or no face-to-face contact with lecturers and tutors.

The most preferred mode of delivery by students was the traditional, semester length format and the least preferred was the weekend and series of evenings option as shown in Table 5. The graduate entry students differed from the other groups by most strongly preferring the week long intensive mode over other formats. Weekend delivery also did not rate highly, which together with low levels of preference by students for the weekend and series of evenings, and the findings reported relating to substantial numbers of students indicating that they were unable to participate in these forms of delivery, subject convenors and overall course planning needs to address the implications this holds for subjects that require weekend attendance.

Students were asked to indicate the extent to which they prefer studying in each of the various modes of delivery. As displayed in Table 6, the most preferred overall was the traditional, semester length format and the least preferred was the weekend and series of evenings option. The graduate entry students differed from the other groups by most strongly preferring the week long intensive mode over other formats. Weekend delivery also did not rate highly, which together for the weekend and series of evenings and the findings reported earlier relating to substantial numbers of students indicating that they were unable to participate in these forms of delivery, subject convenors and overall course planning needs to address the implications this holds for subjects that require weekend attendance.

Scale: (1…5, with 1 = Very little extent and 5 = Very great extent)

Most preferred by cohort Least preferred by cohort

A set of questions asked academic staff and students to indicate the extent to which they agreed with statements that related to the learning environment. The results are displayed in Table 7 in order of staff and students’ levels of agreement with the statements. Both staff and students agreed that there are significant differences in the learning environments of intensive and traditional formats. Studies elsewhere by Allen et al (1982), Kirby-Smith (1987), Adelman and Reuben (1984) suggests that course requirements are often different between the two formats. The findings here suggest that staff and students perceive that more discussion is promoted in intensive formats, and that students suggest that more ‘time on task’ by students occurs in intensive formats. This result reflected a tendency for staff to be in less agreement than students with this statement. Perhaps the different perception is something that staff may not be aware of and this could be useful when considering IMD.

Scale: (1…5, with 1 = Very little extent and 5 = Very great extent)

A set of questions asked academic staff and students to indicate the extent to which they agreed with statements that related to learning outcomes. As displayed in Table 8, both staff and students most strongly agreed that the design of the subject delivery in intensive formats is an important factor in achieving quality learning outcomes, and they strongly agreed that, in intensive formats, students are able to apply theory to practice through discussions, workshops and activities in intensive formats. The implication here is that, in order to achieve quality learning outcomes, the design of the subject should provide opportunities for students to link theory and practice. This is also well illustrated in the case study presented later in this report. Moreover, the design needs to consider the establishment of a learning environment which enables a range of strategies such as discussions, workshops and discussions.

Scale: (1…5, with 1 = Very little extent and 5 = Very great extent)

The summary provided in Table 9 highlights not only the different perceptions of various academic staff and the suitability of various modes of delivery for the subject/s they convene, but also the strength of their perceptions toward various modes of delivery to enhancing the learning outcomes. It is suggested that the information summarised could usefully assist in course planning and organization, as well as providing a platform for conversations about the advantages of preferred modes of delivery. In particular, subject offerings should take into account students’ ability and inability to participate in various modes of delivery as well as their preferred modes of delivery. For example, several subjects which are offered over a series of weekends will need to address this being students’ least preferred form of delivery.

Again, interestingly, despite Griffith University’s encouragement of web-based delivery, only four subjects of the thirty subjects listed were identified strongly as being able to achieve quality learning outcomes in web-based delivery and a total of eleven subjects were identified by subject convenors as being able to achieve quality learning outcomes through web-supported delivery. This is either explained by the perception of and justification by the respective subject convenors that their subject cannot be effectively delivered only by web-delivery, that effective delivery of their subject requires students to be involved in learning activities which the web cannot facilitate, or that there is a lack of awareness on the part of some academics regarding the potential of the new technologies.

Unanswered questions remain and require further examination. For example, do intensive formats suit some students better than others. For example, Currall and Kirk (1986) reported that students with higher grade point averages benefit more from intensive instruction, while Lasker et al. (1975) suggested that students with an experiential style of learning respond better to intensive formats. Moreover, in determining that the design for subject delivery is critical, what are the optimal factors and conditions required in that design? This study has provided information that design factors need to take account the subject to be taught in choosing the mode of delivery, opportunities for students to be engaged in discussions, workshops and activities as well as traditional lecture presentations, and to take into account students’ ability and inability to participate in the modes of delivery.

From the surveys, the following recurring issues were raised by staff and students:

1. Design is critical.

Success and effectiveness dependent upon positive relationships, pedagogically and educationally sound design, content, deep learning, relevance to needs and interests of students, teaching strategies, facilities and assessment strategies.

• "The design is critical. Quality in terms of subject design for effectively developing positive relationships, content, deep learning, relevance to needs and interests of students, teaching strategies, use of facilities, and assessment strategies requires careful planning as well as opportunities for some negotiation with students." (Academic, School of Education and Professional Studies)

• "So much of the effectiveness of IMD depends on the reasons of the lecturer. When done for pedagogically and educationally sound reasons then success is likely but when done to reduce load/contact etc, then it is ‘doomed’." (Academic, School of Education and Professional Studies)

• "However, I think there needs to be a certain type of lecturer to be able to pull off an intensive mode subject. They need to be interesting and passionate about their subject and break it up, so it’s not all just talking and writing." (2^nd Year Student)

Academic staff and students indicated that some subjects could be taught effectively intensive mode, while other subjects required delivery over a longer period of time. The perceptions of academic staff who convene various subjects presented above in Table 9 clearly supports this finding.

• "Some subjects eg. Curriculum, are more effective over a longer time eg 14 weeks; combined with prac teaching. This longer period allows students time for reflection, application and discoveries with peers about these important subjects. In intensive mode these characteristics are not as effective for curriculum subjects. In other subjects – the substantive area ones; e.g. Cross cultural Ed, intensive mode is appropriate because the content matter is of a different pedagogical nature." (Academic, School of Education and Professional Studies)

• "Lots of high content subjects wouldn’t be appropriate e.g. English." (2^nd Year Student)

• "Subjects which have a strong performance focus would be better suited to intensive delivery. Other subjects which are more theoretical content need the extra time offered by traditional format." (3rd Year Student)

• " IMD involves far too much content in too brief a time (especially in regard to a heavily content based subject). It seems to be working very well with Art education however. Therefore, for "fluffy (sorry) subjects"its OK. For difficult, definition – loaded subjects, it fails to a degree." (3rd Year Student)

Some students advocated for a condensed duration of the preservice teacher education program on the basis that IMD would be a more effective use of time. As evidenced by the sample of comments presented below, some students believe that only 12 to 13 hours of contact time per week for semester formats for subject delivery extends the length of the program which could be shortened by more intensive delivery.

• "It would be interesting to condense the time it takes us to complete this degree (without overloading us) so that if it were possible to complete a B Ed in 2.5 years – why don’t we try it? It seems like a waste of everyone’s time if we are capable, professionally, to be admitted in the profession. After all, we still have probation period of one year before we can be considered teachers." (1^st Year Student)

• "It would be fantastic if we had intensive mode due to the fact that we can finish our degrees earlier. I seemed to learn more in intensive mode, however depending on the subject it can be quite exhausting." (1^st Year Student)

• "Would very much like to see more units of study offered this in intensive mode – for students in 1^st and 2^nd years. Then subjects could be taken for interest sake, as well as making up credits during the year. The current course is sooooo long! 12 to 13 hours contact time seems to be so little – feel I could do it in a more intensive mode style." (1^st Year Student)

• " If more of the subjects for this course were avail as IMD – we would have more time to observe & hence learn good/effective teaching practices by spending more time in the classroom." (3rd Year Student)

Concerns related to suspicion on the part of some academic staff that IMD does not produce quality learning outcomes, students concerned with the impact of IMD on their time commitments, and some limitations perceived by students relating to the ‘cramming’ of content in IMD.

• "I have little or no faith in curriculum subjects taught in Intensive mode. There may well be some subjects suitable but lack of opportunity for reflection/debate/links with Professional Studies/cumulative assessment/etc would dramatically decrease effectiveness of Curriculum Studies. (and have difficulty modelling teaching and learning in schools)." (Academic, School of Education and Professional Studies)

• "I do not think that IMD was particularly useful to me. I think that the desire of the lecturer to cram as much content as possible + assessment in a short space of time results in less long term retention of content." (2^nd Year Student)

• "Evening classes are difficult on those that rely on public transport and safety issues may arise." (3rd Year Student)

• "Time, time, time, time, time. Yes we do understand that university should be our first priority but in reality food is our first priority along with shelter. IMD subjects NEED to be more flexible, particularly in assessment. Is it really fair to have assessment at the end of a week long subject when some students have had to work 3 or 4 nights that week. It causes a lot of stress for all involved." (3rd Year Student)

Considerable benefits were identified by staff and students as it is more focused, and more productive. There was also evidence that a balance or mix of traditional delivery and IMD was preferred by students.

• "With intensive delivery there is less stress on students & it forces students to do better as is less up to them at home to do more work. More time at uni = less time spent at home, so students will spend more time on assessment as they are forced to be at uni for so many hours." (1^st Year Student)

• "Love teaching intensive mode format." (Academic, School of Education and Professional Studies)

• "I prefer an intensive mode because it keeps you on task and I would prefer more in-school time." (1^st Year Student)

• "I think intensive mode is good because you get more out of it and I think you are able to learn a lot more because it all follows on, and there isn’t much stopping and starting." (2^nd Year Student)

• "I think a lot more of the workload could be covered in "on-campus" time. The workload "off-campus" is too heavy. Most people (students) have many other commitments to fulfil in "off-campus" time. i.e. Family commitments; social commitments (and these are not necessarily frivolous ones) and sporting commitments. An intensive mode of delivery weeds out students who are not committed; allows more time with teachers and fosters extensive student networks. Let’s get degrees back down to 3 years of intensive & relevant study." (1^st Year Student)

• "More productive. Eases the workload for the rest of the semester. Time worthwhile." (2^nd Year Student)

• "I think it is a great idea only for particular subjects – it gives semester good balance with both IMD and traditional subjects." (2^nd Year Student)

• "In my experiences with intensive mode, they have all been positive and you come out of the week feeling like you have really achieved something, in such a short time." (3rd Year Student)

• "Web based delivery is fantastic." (3rd Year Student)

Questions were raised by some students relating to their perception that subjects which were either web-delivered or done in intensive modes were not value for the money they paid given that there was minimal or no lecturer face-to-face contact.

• "When undertaking Educational Psychology the flexible learning mode was great, however, I do believe that it should have been used in conjunction with more lectures ( there was only 1 lecture and weekly 1 hour tutorials). I felt the flexible learning needed to be synthesised in some way and I didn’t feel that was done adequately in the tutes, although the tutor did provide lots of valuable feedback and anecdotal information. Also this subject cost the same amount as traditional subjects which seems a bit unfair given the support offered in lectures and by lecturers." (2^nd Year Student)

• "I have some queries in regards to the "amount""$" paid for a subject when you have little or no contact with lecturers/tutors and still have to purchase CD Rom/texts and internet time if using a computer from home (which seems to be the main reason for flexible delivery). Also our student guild fees are not realised, as on weekends there are no facilities and if using flexible delivery we are not using services anyway?????" (2^nd Year Student)

• "Why pay University fees to be here for a few intensive sessions." (2^nd Year Student)

• "The cost factor of traditional Vs intensive mode needs to be addressed. If only to avoid the perception that students are not getting value for money." (3rd Year Student)

There were contrasting views expressed about Weekend Delivery. There were substantial numbers of negative reactions to weekend delivery when compared with other formats. Concerns related mainly to conflict with students’ personal commitments, and in some instances students felt that it was difficult to maintain concentration for the required length of attendance.

• "Weekends – I also got very sick of the subject (EPS2101) at the end of the whole weekend and I began to turn off." (1^st Year Student)

• "Weekend delivery does not suit me. I am a full time university student therefore make myself available Monday to Friday. I do not think it is reasonable to expect us to come to uni on the weekends as well." (2^nd Year Student)

• "Most of us can only work weekends; a pay cheque can be more appealing when the subject is dull and not meaningful." (3rd Year Student)

• "With other commitments away from campus – IMD would place too much pressure, having to organise for the kids to go somewhere – my volunteer work within a school working with learning difficulty kids would be mucked up something would have to give. Semester long delivery is the best mode for me and I can spread it out." (2^nd Year Student)

• "Work commitments is a very big issue in this arrangement with weekend modes. Sure, have it, but do it during week days." (2^nd Year Student)

• "It might help to offer 2 different delivery time slots. I.e. Weeks 3, 6, 9 –weekends…OR!!!…week 1 – Intensive Mon – Fri 8.30am – 4.30 pm." (3rd Year Student)
• "The only problem I have with IMD is time away from my family. I like the idea of IMD during the week. This seems a good option." (2^nd Year Student)

• "IMD may have a lot of positive aspects but I find as a single mum, school hours/days are more suited." (2^nd Year Student)

• "I think IMD should be done during week days – so as to accommodate the "family" people & also the young unattached (as they mostly work weekends to supplement their studies. No weekends – we mostly are here 5 days a week, too much – 12 days straight!" (2^nd Year Student)

• "I can organise weekends but too many makes it difficult with family commitments. If you cannot make it what do you do?" (2^nd Year Student)

Despite the difficulties students identified in relation to attending on weekends, students evaluated some of those subjects very strongly due to the enthusiasm of the lecturer, and the organisation of the subject.

Students highlighted the benefits and their enjoyment of on-campus studies. In particular, they reported the importance of interacting with other students, lecturers and tutors, and for effective learning there was a need for sustained teaching and learning accompanied by on-going contact time. Moreover, whilst it wasn’t examined in this review, there is anecdotal evidence from some students which suggest that their preference to enrol at the Gold Coast campus was influenced by the attractiveness of the Gold Coast campus and its on-campus facilities.

• "Coming to uni for only a couple hrs a day is good in that it puts me into "study mode" and I’m likely to stay and put in some work in my own time; e.g. in the library, computer lab etc." (1^st Year Student)

• "Due to work and other commitments I cannot come to University everyday so Intensive format is not an option for me. Also I would rather come to uni and have lectures and tutorials rather than work at home using the Internet. I believe you need to interact with other people as well as your lecturers to get a feel of the subjects you are doing." (1^st Year Student)

• "Benefits of On-campus Study." (3rd Year Student)

• "The hours we are here for intensive , gets us, education students in the routine of working school hours, 8 til 4, we stay on task all day, every day." (3rd Year Student)

• "While this mode of study may suit a lot of people due to the attraction of minimal attendance time, I believe in order for students to truly conceptualise the information in a subject being taught, it needs to be taught over a longer period of time with ongoing contact time." (3rd Year Student)

The review has revealed significant information and identified a range of issues related to various modes of delivery. From the findings reported, the following recommendations were made:

1. Student background information is used to inform planning for determining the modes of delivery for subjects; esp.

• Students’ ability and inability to attend weekend delivery needs to be considered in decisions regarding the mode of delivery. Where subjects need to be offered in this mode, students will require early notification to enable them to make special arrangements to enable their participation on weekends.
• As not all students have access to the Internet off-campus, web-supported delivery which allows for on-campus Internet access needs to be provided.

2. Learning environments are created in all modes which promote discussion and ‘time on task’ by students.
3. In order to achieve quality learning outcomes, the design of the subject is critical. In particular, the design must provide students with opportunities to link theory and practice.

4. Flexibility is encouraged in the options for subject convenors which allow for a variety of modes of delivery to be employed to provide the optimum learning environment for achieving quality learning outcomes. The mode needs to be determined on the basis of sound pedagogical and educational reasons for each subject based upon an understanding that different subjects are best suited to different modes of delivery.

6. Academic staff clarify shared understandings between staff and with students about assessment expectations for subjects offered in intensive modes. In particular, are all assessment tasks to be completed within the intensive mode time frame?

8. Further academic staff awareness, technical support and professional development be provided to increase academic staff and student exploration of the potential of the new technologies as a platform for enhancing subject delivery.