An analysis of flexible learning and flexibility over the last 40 years of <i>Distance Education</i>

Veletsianos, George; Houlden, Shandell

doi:10.1080/01587919.2019.1681893

Cited by 64 publications

(48 citation statements)

References 41 publications

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“…without giving educators the time and opportunity to explore the dangers and rewards of e-learning on teaching and learning" (p. 1). Research findings also indicate that the quality of e-learning needs to be maintained based on empirical and objective evaluations of how much the instructional designs available pertain to educational approaches (Reyes-Fournier et al, 2020;Veletsianos & Houlden, 2019;Xing, 2019); of the quality of the learning materials, and of interactional opportunities (Li, 2007;Kuh, 2003), and maybe most importantly, of how satisfactory the e-learning engagement levels of learners are (Broadbent & Poon, 2015;Kuh, 2003;Serdyukov, 2017). As Muir et al (2019) states, to increase and improve learner engagement in e-learning environments and to acquire desired educational outcomes, a close investigation of the factors affecting online engagement and providing methods and strategies to guide both educators and learners are needed.…”

mentioning

confidence: 99%

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

Erarslan¹,

Şeker²

2021

OLJ

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Exploring higher education learners’ e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including volition and goal commitment strategies, employed against online distractors during e-learning by higher education learners. The data were gathered through a questionnaire developed after a comprehensive literature review and semi-structured interviews (n = 38). The questionnaire was completed by higher education learners (n = 279), who were found to implement goal commitment and volition strategies at moderate levels despite the high frequency of exposure to distractors. The overall findings imply that equipping learners with motivational e-learning strategies encompassing goal commitment and volition strategies is necessary. This will require more in-depth research conducted to explore the role of self-regulated strategies in predicting learner engagement in the context of online learning.

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confidence: 99%

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

Erarslan¹,

Şeker²

2021

OLJ

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“…Prior to the pandemic, the anticipated or predicted future of education was already often described as flexible, or as needing to be flexible (Barnett 2014 ; Gordon 2014 ). This question of flexibility has developed in itself as a field of inquiry, with increasing attention paid to it in the previous 10 years (Houlden and Veletsianos 2019 , 2020 ; Selwyn 2011 ; Sheail 2018 ), though related research has been ongoing for decades (e.g., Daniel 1998 ; Edwards 1997 ; Evans 2000 ; Veletsianos and Houlden 2019 ). No longer thought simply in terms of access to education at ‘anytime’ from ‘anywhere’, the breadth of how we might make education more flexible has expanded in scope to include everything from shifts in entrance and completion requirements (e.g., flexible admissions policies via prior-learning assessment), and multiple modes of access that provide learners with hybrid choices between in-person and online learning, as well as choice in curriculum and assessment better suited to learners’ needs, for example.…”

Section: Contextmentioning

confidence: 99%

Radical Flexibility and Relationality as Responses to Education in Times of Crisis

Veletsianos

Houlden

2020

Postdigit Sci Educ

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As educational institutions negotiate numerous challenges resulting from the current pandemic, many are beginning to wonder what the future of education may look like. We contribute to this conversation by arguing for flexible education and considering how it can support better—more equitable, just, accessible, empowering, imaginative—educational futures. At a time of historical disorder and uncertainty, we argue that what we need is a sort of radical flexibility as a way to create life-sustaining education, not just for some, but for all, and not just for now, but far into the future. We argue that such an approach is relational, and centers justice and trust. Furthermore, we note that radical flexibility is systemic and hopeful, and requires wide-ranging changes in practices in addition to the application of new technologies.

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“…Though Fang et al (2019) discuss the evolution of MOOCs from 2009 to 2018 in language learning through literature study, they also reiterate similar points and their results show that online learning courses and platforms have raised the time and space for learning, which has made it flexible. Veletsianos and Houlden (2019) have discussed various themes associated with distance learning. These themes have been closely associated with flexibility and further discuss various approaches towards it from a pedagogical, liberal, temporal and cultural point of view for the past 40 years of distance learning.…”

Section: Covid-19 Pandemic's Effect On Educationmentioning

confidence: 99%

Systematic research of e-learning platforms for solving challenges faced by Indian engineering students

Thakker

Parab

Kaisare

2020

AAOUJ

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PurposeAs educational institutes began to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet left. This study is in quest of revealing engineering student's perceptions of the available e-learning platforms, thus surfacing the underlying bottlenecks. Further, it aims at providing solutions that would help enhance the e-learning experience not only in pandemic times but also in the long run.Design/methodology/approachThis holistic research begins with a comprehensive comparative study about the available e-learning platforms, followed by a primary data analysis through an online survey of 364 engineering students from various colleges and branches. The collected data was analyzed to detect bottlenecks in online learning and suggestions are given for solving some challenges.FindingsOn a five-point Likert scale, the available e-learning platforms garnered ratings ranging from 2.81 to 3.46. Google meet was the most preferred platform. However, with a net promoter score (NPS) of 30.36, Microsoft Teams emerged as the most satisfying platform. Technical shortcomings clubbed with psychological and biological factors were found to be taking a toll on e-learning.Research limitations/implicationsThis innovative research is based on the perceptions of engineering students hailing majorly from Indian cities, and hence, it may be having educational stream bias and geographical bias. The research could be further extended to cover rural areas and global trends in e-learning.Originality/valueThe research offers a thorough analysis of e-learning platforms, as seen through the lens of engineering students. Furthermore, the analysis does not constrain itself to the technicalities and thus proves to be an all-encompassing one, potent enough to surface critical issues marring the e-learning experience.

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An analysis of flexible learning and flexibility over the last 40 years of Distance Education

Cited by 64 publications

References 41 publications

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

Radical Flexibility and Relationality as Responses to Education in Times of Crisis

Systematic research of e-learning platforms for solving challenges faced by Indian engineering students

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