ABSTRACT The Open University has provided distance learning opportunities for 50 years and succeeds in offering its students many of the attributes of flexible learning. This article is a case study of the development of a highly successful partnership model of academic and pastoral support in mathematics and statistics at The Open University, and its application to flexible learning. The model involved reciprocal governance structures and equal status in the making of curriculum-related decisions. The model is illustrated by three examples throughout the student learning journey before, during and after study. The partnership model is applicable regardless of the curriculum area; hence the article is relevant to all disciplines. Equally, although the model was developed in the context of distance learning, its ethos remains relevant in the face-to-face context, all the more so given the prevalence of flexible learning and the growing number of distance learning courses being offered at traditional Higher Education Institutions across the sector. Abbreviations: OU: Open University; School: School of Mathematics and Statistics; SST: Student Support Team; VLE: Virtual Learning Environment

中文翻译：

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学术和牧师团队合作，根据课程领域支持远程学习学生

摘要开放大学已经为远程学习提供了50年的机会，并成功地为其学生提供了灵活学习的许多特性。本文是对开放大学在数学和统计方面学术和牧民支持的非常成功的合作模型的开发及其在灵活学习中的应用的案例研究。该模型涉及相互的治理结构和与课程相关的决策中的平等地位。在学习之前，期间和之后的整个学习过程中，通过三个示例说明了该模型。伙伴关系模型适用于任何课程领域；因此，本文适用于所有学科。同样，尽管该模型是在远程学习的背景下开发的，考虑到灵活学习的盛行以及整个行业的传统高等教育机构提供的远程学习课程的数量不断增加，其精神在面对面的情况下仍然具有重要意义。缩写：OU：开放大学；学校：数学与统计学院；SST：学生支持小组；VLE：虚拟学习环境