Is Computer-Mediated Communication (CMC) Really Open and Flexible?.
This paper considers the concepts of openness and flexibility and the extent to which computer mediated communication supports these approaches to learning. Following an examination of aspects of open and flexible learning, the nature and role of Computer Mediated Communication (CMC) is considered within a context of continuing professional development. Models of curriculum delivery employing CMC and experiences of using these with adult learners are examined. Student feedback is used to illustrate positive and negative aspects of our approach. Barriers to learning flexibly when employing CMC are identified and conclusions drawn about the extent to which such strategies are open and flexible.
