Self paced learning: A student perspective

Abstract

Training reform in Australian Vocational Education and Training (VET) has been well under way for over a decade. Reforms include marketisation, the widespread adoption of competency-based training, and most recently an adoption of various forms of flexible delivery. One of these alternative methods of delivery is self paced learning (SPL). SPL is presented by VET management as being advantageous to students and their employers, and in addition is generally less resource-intensive than face-to-face teaching. This paper examines SPL in a TAFE college from a student viewpoint. The research, using qualitative methods, examined the experiences of SPL, in Office Administration subjects, of students who have a Non English Speaking Background (NESB) or no regular access to computers. The paper describes how they adapted, reacted and responded to self paced learning. The difficulties experienced by these students when studying by self paced learning are discussed in detail The findings indicate that, whilst students are appreciative of the flexibility which self paced learning affords, there are some concerns about its efficacy in relation to educational outcomes.