Courses can take a range of formats:
Part-time (weekend, day or evening)
Summer Provision
Distance learning
Modular learning
Intensive course (e.g. one week full-time blocks per module)
Courses will involve a balance of independent and group study. When planning group activities it is important to note that non-traditional entrants have multiple demands on their time and consideration has to be given to issues such as childcare, caring for parents/relatives and juggling study with employment. It is recommended that staff regularly meet individual students and discuss their requirements (e.g. the rescheduling of modules). It is argued that courses that have flexibility in-built into their structure will have greater student retention rates (see page 54 www.universities-scotland.ac.uk/Publications/A2A.pdf ). Indeed, Student involvement in course development, planning and structuring is now promoted by the Quality Assurance Agency (see http://www.qaa.ac.uk/crntwork/students/ELIRstudentrepguide.htm) .
Others argue that degree programs should have a clear 'programme specification' which identifies potential stopping-off points in order that study can be staggered to fit the needs of individual students. See recommendation 21 http://www.leeds.ac.uk/educol/ncihe/ .
This is in keeping with the development of The Scottish Credit and Qualifications Framework that has clarified the pathways between different certification routes. http://www.scqf.org.uk/
It is assumed that students will be able to have prior accreditation recognised when starting a new course and therefore avoid having to duplicate learning.
Further information for Higher Education staff on flexible teaching and learning methods in the classroom (e.g. working with students on learning problems, small group work and learning through story telling). See: http://www.heacademy.ac.uk/resources.asp