Student responses to learning physics through multi-mode delivery

Student responses to a tertiary, flexibly delivered physics course are examined. The course was designed to provide secondary science teachers in rural regions of NSW, Australia, with a qualification appropriate to teach senior physics, and is a response to the lack of new physical science teachers currently being trained. Evaluations indicate that it has been highly successful overall, but also reveal something of how participants responded to different modes of delivery. Both students and lecturing staff valued highly the opportunity to experience a more traditional mode of teaching and learning provided through an intensive residential component of the course. [Author abstract]