Flexible learning is a movement away from a situation in which key decisions about learning dimensions are made in advance by the instructor, towards a situation where the learner has a range of options to choose (Collis & Moonen, 2001). Learners can make choices related to time, content, entry requirements, instructional approach, and resources and delivery and logistics. In this post I will give a short description of five flexibility types that are mentioned by Collis en Moonen (2001).
Flexibility related to time
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When do you want to start the course and when do you want to finish? When do you want to submit an assignment? In what tempo do you want to study? These are all questions that you can ask yourself when a teacher gives you a lot of flexibility related to time. Can you imagine a course where you don’t have strict deadlines? This might sounds great to some people, because you can study when it suits you the best and you can take an exam whenever you are ready. But the downside is that it requires a lot of discipline and ability of planning.
Flexibility related to content
What do you want to learn? Which orientation do you like, theoretical or practical? According to the content there are several aspects in which the teacher can offer flexibility. These aspects could be the topics of the course, the sequence of different parts of a course, the orientation of the course (theoretical or practical), key learning materials and assessment standards and completion requirements (Collis & Moonen, 2001). Students differ in the interest they have, needs and learning styles. Flexibility related to content can create opportunities for students. For example, if you have a practical orientation and the teacher teaches you in a theoretical manner, it’s possible that you don’t understand it. Flexibility can make sure that the orientation fits the student.
I think flexibility in the topics that you want to learn, shouldn’t be applied to a whole study or course. In my opinion there should be a general fixed base and next to that a few options to choose. Like in my bachelor program, two and half years I followed a fixed program of courses and I had a half year to follow a minor in which I could choose the courses I would like to follow. In this way you create a strong knowledge base and because of the minor you can make yourself unique.
What do you want to learn? Which orientation do you like, theoretical or practical? According to the content there are several aspects in which the teacher can offer flexibility. These aspects could be the topics of the course, the sequence of different parts of a course, the orientation of the course (theoretical or practical), key learning materials and assessment standards and completion requirements (Collis & Moonen, 2001). Students differ in the interest they have, needs and learning styles. Flexibility related to content can create opportunities for students. For example, if you have a practical orientation and the teacher teaches you in a theoretical manner, it’s possible that you don’t understand it. Flexibility can make sure that the orientation fits the student.
I think flexibility in the topics that you want to learn, shouldn’t be applied to a whole study or course. In my opinion there should be a general fixed base and next to that a few options to choose. Like in my bachelor program, two and half years I followed a fixed program of courses and I had a half year to follow a minor in which I could choose the courses I would like to follow. In this way you create a strong knowledge base and because of the minor you can make yourself unique.
Flexibility related to entry requirements
To participate in a course there can be fixed of flexible entry requirements. If a course has flexible entry requirements, everyone can participate in the course. Some courses require prior knowledge and therefore have entry requirements. Before I could enter the bachelor program ‘Educational Science’ I had to graduate in pre-university education. I think it’s good that courses set entry requirements, because it makes sure the instructions fits.
To participate in a course there can be fixed of flexible entry requirements. If a course has flexible entry requirements, everyone can participate in the course. Some courses require prior knowledge and therefore have entry requirements. Before I could enter the bachelor program ‘Educational Science’ I had to graduate in pre-university education. I think it’s good that courses set entry requirements, because it makes sure the instructions fits.
Flexibility related to instructional approach and resources
Would you like to work in a group or individual? Which language would like to you speak during the lectures? When you have flexibility related to instructional approach and resources, the teacher can offer you choices related to the social organization of learning. This means you can choose if you want to work individual, in a group, face-to-face etc. It’s also possible that the teacher gives you flexibility related to the language used during the course, the learning resources and the instructional organization of learning (Collis & Moonen, 2001). If you have to deal with different nationalities in a course, then it’s probably the best to talk English. In the master program that I follow people from different nationalities participate, so all the courses have a fixed language (English) that all the students understand. Like content can create opportunities for students, learning resources and instructional organization can also. Students can choose what fits their learning style the best.
Would you like to work in a group or individual? Which language would like to you speak during the lectures? When you have flexibility related to instructional approach and resources, the teacher can offer you choices related to the social organization of learning. This means you can choose if you want to work individual, in a group, face-to-face etc. It’s also possible that the teacher gives you flexibility related to the language used during the course, the learning resources and the instructional organization of learning (Collis & Moonen, 2001). If you have to deal with different nationalities in a course, then it’s probably the best to talk English. In the master program that I follow people from different nationalities participate, so all the courses have a fixed language (English) that all the students understand. Like content can create opportunities for students, learning resources and instructional organization can also. Students can choose what fits their learning style the best.
Flexibility related to delivery and logistics
When and where will contact with instructor and other student occur? This could be the same place, the same time every week (fixed) or whenever you want to (flexible). The technology to communicate and the way to get course information can also be flexible. When a teacher gives flexibility related to technology to communicate, it would be possible to go on a holiday and still keep in touch by using Skype. Skype is an online technology which you can use to call people all over the world. It’s also possible to see each other by using a webcam. Skype is great to use when the teacher wants to integrate a guest lecture from someone abroad.
When and where will contact with instructor and other student occur? This could be the same place, the same time every week (fixed) or whenever you want to (flexible). The technology to communicate and the way to get course information can also be flexible. When a teacher gives flexibility related to technology to communicate, it would be possible to go on a holiday and still keep in touch by using Skype. Skype is an online technology which you can use to call people all over the world. It’s also possible to see each other by using a webcam. Skype is great to use when the teacher wants to integrate a guest lecture from someone abroad.
Another technology that I found that supports flexibility is Prezi. Prezi Meeting allows you to edit and create prezis with others in real time whether you're in the same room or on the other side of the World. On this website http://prezi.com/index/ you can find more information. I think it’s a very nice tool. What do you think?
As the above descriptions may have made a little clear, I think students should not have too much flexibility. Flexibility requires a lot discipline and planning ability of the student, not every student is capable to do so. Do you agree with me or what is your opinion? I’m very curious so please let me know J!
Reference
Collis, B., & Moonen, J. (2001). Flexible learning; it’s not just about distance. In J. Moonen (Ed.), Flexible learning in a digital world: Experiences and expectations (chapter 1). London: Kogan Page
Hi Imke!
BeantwoordenVerwijderenA really clear explanation. I totally agree. Flexibility requires a lot of discipline. In our study I already noticed it. There isn’t really much flexibility in the content and courses, but we had only a few lectures and further we had the flexibility to do it ourselves. This flexibility and freedom is nice, but the discipline is pretty hard. I totally agree that not everybody is capable to choose and have the discipline. So flexibility isn't always that nice.
Greetings!
Mila
Very nice post indeed! Good introduction, you give a to-the-point description of the flexibility options with additional reflections on the positive and negative aspects. This is what I like to see in blogposts! You could consider to use some more references to literature or websites.
BeantwoordenVerwijderenp.s. great cartoon :-)