Methods

ASPA Training aims to meet individual needs by providing choices that allow students to meet their own educational requirements in ways suiting their individual circumstances. Choices may be offered in:

• time and/or place of study
  – opportunities to study on- and off-campus or combinations of both;
• learning styles and preferences
  – the availability of a range of learning resources and tasks to suit individual needs;
• contextualised learning
  – the ability to tailor some or all of the learning content, process, outcomes or assessment to individual circumstances;
• access
  – flexible entry requirements, multiple annual starting points, recognition of prior learning, articulation between programs of study and cross-crediting arrangements;
• pace
  – unit completion on the basis of achievement of specified competencies rather than according to a pre-determined calendar;
• progression
  – flexible progression requirements and teaching periods allowing accelerated or delayed completion of study; and
• learning pathways
  – module requirements allowing choice in programs of study.

The student-centred approach underpinning flexible learning requires different teaching methodologies and also different relationship between instructors and students. In comparison with traditional educational models, ASPA Training’s flexible learning is broadly characterised by:

• less reliance on face-to-face teaching and more emphasis on guided independent learning; instructors become facilitators of the learning process directing students to appropriate resources, tasks and learning outcomes.
• greater reliance on high quality learning resources using a range of technologies (e.g., print, CD-ROM, video, audio, and the Internet)
• greater opportunities to communicate outside traditional teaching times
• an increasing use of information technology (IT). Flexible learning is not synonymous with the use of IT, but IT is often central to much of the implementation of flexible learning, for example in delivering learning resources, providing a communications facility, administering units and student assessment, and hosting student support systems.
• the deployment of multi-skilled teams. Rather than the ASPA instructors being responsible for undertaking all stages of unit planning, development, delivery, assessment and maintenance, other professionals are often required to provide specific skills, for example in instructional design, desktop publishing, web development and administration and maintenance of programs. Our Medical Committee is one resource, in point.

All training and assessment is competency based, requiring students to demonstrate their ability to achieve the required standard in each skill.