Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians

Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians

Badrul H. Khan (The George Washington University, USA), Laura J. Cataldo (National Louis University, USA), Ruth Bennet (National Credit Union Administration, USA) and Salvatore Paratore (The George Washington University, USA)
Copyright: © 2007 |Pages: 14
DOI: 10.4018/978-1-59904-325-8.ch029
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Abstract

To create a successful flexible learning system, one with a flexible learning environment where learning is actively fostered and supported, a systematic process of planning, design, development, evaluation, and implementation is needed. A flexible learning system should be meaningful not only to learners, but also to all stakeholder groups, including instructors and support services staff. For example, a flexible learning system is meaningful to learners when it is easily accessible, well designed, learner centered, affordable, and efficient and has a facilitated learning environment. When learners display a high level of participation and success in meeting a course’s goals and objectives, this can make learning meaningful to instructors. In turn, when learners enjoy all available technical and library support services provided in the course without any interruptions, it makes technical and library support services staff happy as they strive to provide easy-to-use, reliable services.

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