Asynchronous Learning The Need for Flexibility

Today’s Session Understanding flexibility What is flexible learning theory? Discussion of flexible learning environments

Understanding Flexibility Any time, any place learning Add for everyone Learners are demanding a flexible learning environment However, can we provide that within our institutions?

Flexible Learning Is seen as a shift in basic education paradigm that brings together three dimensions: Learner learning styles Forms of delivery Content

Flexible Learning Learner-centered learning Encompasses the belief that learners should be viewed as active participants in the learning process. Flexible learning theory is more aggressive in modeling learner-centered instruction

Flexible Learning Theory Defined as providing educational opportunities that are focused on meeting the needs and circumstances of individual learners Is an approach to providing educational opportunities that are focused on the varying learning needs and circumstances of individual learners

Flexible Learning Theory Places learner educational needs and choices as the center of educational decision making Offers choices in the learning environment so that a course of study better meets the individual needs of learners Meets individual learner needs

Issues Is flexible learning theory a pedagogically sound foundation on which to provide educational programs? Can individual learners decide what they should be learning? Do web-based flexible learning environments provide adequate reward for the extra development effort required to create a course in a flexible learning environment?

Challenges Is your institution capable of providing flexible learning? Support services Recordkeeping/administrative computing Course development Faculty workload issues

What is included in a flexible learning environment? Class times Course content Instructional approach Learning resources Location Technology use Entry/completion dates Relevance of assignments to the workplace Communication medium

Tips for Developing Flexible Learning Courses Decide what is to be covered in the course Start with introductory or “remedial” content Provide study skill information Keep in mind to design the course so learners can primarily work at their own pace, remaining flexible Write clear objectives meant to meet the learning outcomes

Tips for Developing Flexible Learning Courses Create course materials that are manageable chunks of the content or units with headings, sub-headings and white space making them easy to read Design materials around activities that learners participate in, not just read Keep in mind learners view course materials from a variety of learning styles and provide activities and formats that meet multiple learning styles

Tips for Developing Flexible Learning Courses Make sure the instructions on all assignments and assessments are clear and concise Provide multiple feedback formats for all areas of the course and feedback needs to provide guidance Get to know the learners and ask them to comment on what they want from feedback on assignments and assessments

Tips for Developing Flexible Learning Courses Make sure the assignments and assessments develop learner’s abilities to master the course objectives and demonstrate their achievement of the intended learning outcomes

Using a modular structure for course design in flexible learning support is not dependent on a single medium the format gives time and distance flexibility a consistency of learning resources the mixed format is subject and learner sensitive this enables the tutorial resources to be used in an appropriate context the mixed format develops extra skills in learners more power is invested in the learners

Flexibility from Learners’ perspectives Flexibility was paradigm in the choices learners had with regard to how and when they studied Found the module format of course design most flexible The flexible learning environment enabled learners to synthesize personal experience with at least some of conceptual framework set up in each course module

Two key elements of flexible learning Learners to take control of their learning, determining time and place for learning Being able then to apply learning to the workplace

Where is flexible learning theory heading? To be competitive, educational institutions will need to restructure their practices and relationships with their learners For learners and instructors it can suggest a learner-centered approach to learning and the democratization of processes of learning and teaching For curriculum developers it may mean the availability of a range of approaches to suit learner diversity

Where is flexible learning theory heading? For those marketing educational services it can mean the production of commodities which can be used competitively in a global educational market And for those learners who cannot, or choose not to, attend an educational institution it can spell the end of campus bound teaching, with education being delivered to home and workplace in ways and times to suit their circumstances

Where is flexible learning theory heading? Flexible learning, for many educators, is seen as a direct consequence of the ways that information technologies are changing education Flexible learning is the form of learning delivered through a variety of technologies influenced by learners’ expectations about teaching and learning and their approach to learning, which are factors of their experiences using information technologies

Where is flexible learning theory heading? Flexibility of operation and flexible learning are seen strategically as both a defense and offense for educational institutions in their competition for learners with institutions striving for recruitment and retention of learners

Where is flexible learning theory heading? The argument for the educational value of flexible learning is based around the assertion that flexible delivery encourages approaches to learning which support deep learning A belief that teaching and learning environments which arise from flexible delivery strategies are likely to encourage an approach to learning which is highly valued – setting the stage for education in this information age.

Discussion Are you providing flexible learning environments? How did (or could) your institution adapt to provide flexible, individualized learning? What are your views on flexible learning theory as the standard for learning in the information age?

Resources Bryant, K., Campbell, J. & Kerr, D. (2003). Impact of Web Based Flexible Learning on Academic Performance in Information Systems. Journal of Information Systems, Vol. 14 (1). pp Drennan, J., Kennedy, J. & Pisarski, A. (2005). Factors Affecting Learner Attitudes Toward Flexible Online Learning in Management Education. The Journal of Educational Research. Jul/Aug 2005; 98, 6. pp Dunning, L. (1997). “Don’t Lecture Me About Flexible Learning! Being Flexible in the Delivery of an Undergraduate Education Studies Module.” In R. Hudson, S. Maslin- Prothero, & L. Oates, (Eds.), Flexible Learning in Action Case Studies for Higher Education. London: Kogan Page. Egbert, J. (1993). Group support systems for computer assisted language learning. In L. M. Jessup & J. S. Valacich (eds), Group Support Systems: New Perspectives. New York: Macmillan. pp George, R. & Luke, R. (1995). The Critical Place of Information Literacy in the Trends Towards Flexible Delivery in Higher Education Contexts. Paper delivered at the Learning for Life Conference, 11/30/ /01/1995. Retrieved March 15, 2006 from

Resources Newman, D. (1990). Opportunities for research on the Organizational Impact of School computers. Educational Researcher. April. pp Nunan, T. (1996). Flexible Delivery – What is it and Why is it a Part of Current Educational Debate? Paper presented at the Higher Education Research and Development Society of Australasia annual Conference “Different Approaches: Theory and Practice in Higher Education.” Perth, Western Australia, July 8-12, Retrieved March 15, 2006 from Race, P. (1996) Practical Pointers to Flexible Learning. Retrieved March 15, 2006 from [ Radcliffe, D. F. (2002). Technological and Pedagogical Convergence between Work- based and Campus-based Learning. Educational Technology & Society 5 (2). Retrieved March 15, 2006 from Rennie, F. (2003). The Use of Flexible Learning Resources for Geographically Distributed Rural Learners. Distance Education; May 2003, Vol 4. No. 1 pp Samarawickrema, R. G. (2005). Determinants of Learner Readiness for Flexible Learning: Some Preliminary Findings. Distance Education; May 2005; 26, 1. pp Weigel, V. B. (2002). Deep Learning for a Digital Age. San Francisco: Jossey Bass, a Wiley Company.

Thank you Deb Gearhart Dakota State University 820 N Washington Ave Madison, SD or Fax