Resource-based learning strategies: implications for students and institutions

  • Malcolm Ryan
  • Julian Wells
  • Alan Freeman
  • George Hallam

Abstract

In its strategic plan, the University of Greenwich envisages a significant shift to resource-based learning (RBL). Enterprise in Higher Education (EHE) has funded five pilot RBL projects during the past year, including one in introductory economics. The project was managed by three lecturers in the School of Social Sciences, supported by an Academic Development Officer. Learning outcomes were completely revised, and a range of assessment strategies, including computer-based tests, was identified. A resources guide was produced which identified the materials and activities that would enable students to achieve the learning outcomes. A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities.

DOI:10.1080/0968776960040114

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How to Cite
Ryan, M., Wells, J., Freeman, A., & Hallam, G. (1). Resource-based learning strategies: implications for students and institutions. Research in Learning Technology, 4(1). https://doi.org/10.3402/rlt.v4i1.9957
Section
Original Research Articles