With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work-based learning platform. Additional academic guidance is imperative for students undertaking a work-based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon both tutor and student. Hence creative approaches which alleviate these demands are required to facilitate conversations between tutor and student as well as that from student to tutor. This paper will describe the current approaches used and how these demands are particularly important within the context of the personalised nature of work-based learning. The contrasting characteristics with classroom based teaching will be highlighted. In particular this will include the authenticity and those factors which relate to the strong ownership of the context by the student within this mode of learning. Copyright © 2012 September.
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