Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

Hill, Janette R.

doi:10.1007/s10755-006-9016-6

Cited by 58 publications

(69 citation statements)

References 14 publications

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“…Nonetheless, the two factors of content and time appear in different concepts of flexible learning (Van den Brande, 1993;Collis & Moonen, 2001;Collis et al, 1997;Ling et al, 2001). Other researchers like Moran and Myringer (1999) and Hill (2006) have rated the role of the teacher to be an important issue for flexibility. The key element of all these factors is what Collis and Moonen (2001) call the provision of choice.…”

Section: Discussionmentioning

confidence: 99%

The relationship between flexible and self-regulated learning in open and distance universities

Bergamin

Ziska

Werlen

et al. 2012

IRRODL

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<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>

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Section: Discussionmentioning

confidence: 99%

The relationship between flexible and self-regulated learning in open and distance universities

Bergamin

Ziska

Werlen

et al. 2012

IRRODL

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“…In the 21st century, students" synthesis of information is "pulled" from an inundation of online resources and social networks, which is redefining educational practices [2]. The Flexible Learning Initiative (FLI) [3], adopted at UBC in 2013 is such an example, aiming to raise awareness amongst faculty of the benefits of blended learning (a mix of online and face-to-face), and other "flexible" options employing emerging technologies, to provide choices to learners and appeal to their different preferences [4], [5].…”

Section: Introductionmentioning

confidence: 99%

Instructors' Perspectives on Learning Technologies in the Multidisciplinary Faculty of Land and Food Systems at the University of British Columbia, Canada

Wilson¹,

Zhang²,

Lomas³

et al. 2017

IJIET

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Abstract-The advent and rapid development of emerging technologies for teaching and learning present unprecedented opportunity for applications to higher education. Challenges arise to develop instructors' competencies and pedagogical use of learning technology to improve teaching and learning outcomes. To understand faculty members' perceptions of learning technologies and their current practices at the Faculty of Land and Food Systems, an investigation was carried out through semi-structured interviews (n=23). Instructors were aware of existing and emerging technologies but face several challenges, including: whether emerging technologies augment teaching practices to achieve the desired learning objectives, the time needed to learn, adopt and adapt the techniques, establishing priorities in an already demanding schedule, and the limitations of technical and physical resources to allow effective use of the technology. Although instructors were willing to adopt the technologies, the type of training or assistance desired was inconsistent or not clearly articulated in interviews. Participants were positive about opportunities to communicate and share experiences with fellow instructors, but that emerging technologies require training. This training should be recognized as professional development considered in employee reviews and evaluations, and incentivized by incorporating it into career enhancement programs.

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“…Educators can help address these differences by incorporating varying degrees of flexibility into a learning environment. 1 Providing learners with choices is a key element of the concept of flexible learning. [1][2][3] These choices can relate to how, when, where, and what is learned.…”

Section: Introductionmentioning

confidence: 99%

“…1 Providing learners with choices is a key element of the concept of flexible learning. [1][2][3] These choices can relate to how, when, where, and what is learned. When these kinds of choices are included, learners are empowered to make more of their own decisions related to learning.…”

Section: Introductionmentioning

confidence: 99%

“…When these kinds of choices are included, learners are empowered to make more of their own decisions related to learning. 1 Studies have shown that students feel instructional materials in a flexible format offer more control and support course outcomes. 4,5 The use of audio-visual resources can be used to create flexible learning experiences.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory

Neville

Palmer

Elder

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. Design. Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester. Assessment. No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. Conclusion. First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.

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Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

Cited by 58 publications

References 14 publications

The relationship between flexible and self-regulated learning in open and distance universities

The relationship between flexible and self-regulated learning in open and distance universities

Instructors' Perspectives on Learning Technologies in the Multidisciplinary Faculty of Land and Food Systems at the University of British Columbia, Canada

Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory

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