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dc.contributor.authorWhalley, Brian
dc.contributor.authorFrance, Derek
dc.contributor.authorPark, Julian R.
dc.contributor.authorMauchline, Alice
dc.contributor.authorWelsh, Katharine
dc.date.accessioned2023-03-01T17:35:25Z
dc.date.available2023-03-01T17:35:25Z
dc.date.issued2021-02-25
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/627608/TowardsFlexiblePersonalizedLearning-HEP-2021-6-79-99.pdf?sequence=1
dc.identifier.citationWhalley, B., France, D., Park, J., Mauchline, A., & Welsh, K. (2021). Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19. Higher Education Pedagogies, 6(1), 79-99. https://doi.org/10.1080/23752696.2021.1883458en_US
dc.identifier.issnNo print ISSN
dc.identifier.doi10.1080/23752696.2021.1883458
dc.identifier.urihttp://hdl.handle.net/10034/627608
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Pedagogies on 25/02/2021, available online: https://doi.org/10.1080/23752696.2021.1883458en_US
dc.description.abstractThe concept of the Fourth Industrial Revolution is examined and related to a ubiquitously connected and pervasively proximate (UCaPP) world, Volatility, Uncertainty, Complexity, Ambiguity (VUCA) as well as Barnett's concept of 'supercomplexity' in Higher Education and its response to Covid-19. Pedagogies need to be aligned with institutional and views about 'quality education' but with respect to the likely changes in the nature of undergraduate student intake in the formulation of a Future Educational System. Considerations include students from 'nontraditional' sources adapting to existing university structures and how adaptive structures might accommodate these students on top of changes and disruptions resulting from Covid-19. We consider that mobile devices (phones and tablets) allow Personal Learning Environments (PLEs) to be developed in accordance with individual students' needs. PLEs allow ubiquitous, flexible educational structures to be developed to improve personalised and quality education. Educational policies should be associated with connectivist approaches involving active learning via broad curriculum development and the core values of 'hybrid-flexible' learning and appreciate the importance of individual student needs and capabilities, socio-economic as well as academic. We stress the importance of broadening access to higher education, in particular, those who have been 'neglected' by current procedures.en_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/23752696.2021.1883458en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectFourth Industrial Revolutionen_US
dc.subjectQualityen_US
dc.subjectFuture Educational Systemen_US
dc.subjectCovid-19en_US
dc.subjectPersonal Learning Environmentsen_US
dc.titleTowards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19en_US
dc.typeArticleen_US
dc.identifier.eissn2375-2696en_US
dc.contributor.departmentUniversity of Sheffield, University of Chester, Universty of Readingen_US
dc.identifier.journalHigher Education Pedagogiesen_US
or.grant.openaccessYesen_US
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.1080/23752696.2021.1883458en_US
dcterms.dateAccepted2021-01-22
rioxxterms.publicationdate2021-02-25
dc.date.deposited2023-03-01en_US


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