Overview

This text reviews the strategies adopted in a range of behaviourist approaches to the setting and realization of standards - identifying the background from which they emerged and ways they might be further developed. Examples are included throughout the book, and are taken from such areas as management training, language development and industry lead bodies.

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Reviews

"""Emerging from a UK study by Calder (Open Univ.) and McCollum (an independent researcher), this work compares student experiences in courses given by both traditional and ""open and flexible"" methods. In this context, open and flexible learning is limited to face-to-face and telephone communication, self-paced workbooks, and on-the-job learning, but not computer-based learning. Training has not been a major investment in the UK, but with growing business competitiveness and the perception that training is necessary for economic development, interest in it has increased and companies are assuming more training responsibilities in-house. Learners who choose open and flexible learning value the ability to work at their own pace, and many believe that open and flexible learning is more cost effective than traditional training. Two chapters relate the training discussion to the adult higher education literature. Much in this study is relevant. Notable is the finding that those with more education and training tend to have more frequent learning opportunities than those without. The book offers few surprises, but its focus on job training and its applications of adult learning knowledge to this arena are useful. Graduate students and above, and practitioners."" ---R. W. Rohfeld, SUNY Empire State College, in CHOICE"

""Emerging from a UK study by Calder (Open Univ.) and McCollum (an independent researcher), this work compares student experiences in courses given by both traditional and ""open and flexible"" methods. In this context, open and flexible learning is limited to face-to-face and telephone communication, self-paced workbooks, and on-the-job learning, but not computer-based learning. Training has not been a major investment in the UK, but with growing business competitiveness and the perception that training is necessary for economic development, interest in it has increased and companies are assuming more training responsibilities in-house. Learners who choose open and flexible learning value the ability to work at their own pace, and many believe that open and flexible learning is more cost effective than traditional training. Two chapters relate the training discussion to the adult higher education literature. Much in this study is relevant. Notable is the finding that those with more education and training tend to have more frequent learning opportunities than those without. The book offers few surprises, but its focus on job training and its applications of adult learning knowledge to this arena are useful. Graduate students and above, and practitioners."" ---R. W. Rohfeld, SUNY Empire State College, in CHOICE

Emerging from a UK study by Calder (Open Univ.) and McCollum (an independent researcher), this work compares student experiences in courses given by both traditional and open and flexible methods. In this context, open and flexible learning is limited to face-to-face and telephone communication, self-paced workbooks, and on-the-job learning, but not computer-based learning. Training has not been a major investment in the UK, but with growing business competitiveness and the perception that training is necessary for economic development, interest in it has increased and companies are assuming more training responsibilities in-house. Learners who choose open and flexible learning value the ability to work at their own pace, and many believe that open and flexible learning is more cost effective than traditional training. Two chapters relate the training discussion to the adult higher education literature. Much in this study is relevant. Notable is the finding that those with more education and training tend to have more frequent learning opportunities than those without. The book offers few surprises, but its focus on job training and its applications of adult learning knowledge to this arena are useful. Graduate students and above, and practitioners. ---R. W. Rohfeld, SUNY Empire State College, in CHOICE

Author Information

Judith Calder, Ann McCollum

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