Flexible Learning

This paper describes The Flexible Learning Toolboxes Project, a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. A Toolbox is a set of learning resources designed for web based delivwww. ascilite. orgs ...

The paper discusses design and development issues of an online program for enhancing management skills of Early Years Childcare practitioners. The program is developed in the frames of the EEEYMS* project by partners from UK, Bulgaria, Finland, and the Netherlands. The purpose is to design an ICT-based flexible learning solution for problem-based learning. The content is organized in nine modules.

The purpose of this article is to explore the key features of flexible learning environments (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies and techniques for becoming a successful learner and facilitator in FLEs are presented.

With flexible learning, students gain access and flexibility with regard to at least one of the following dimensions: time, place, pace, learning style, content, assessment or learning path. Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study format called FLEX, a blended learning design allowing students to be more flexible as to when and where they study. It reduces classroom learning time, replacing some of it with an e-learning environment for self-study that includes instructional videos. In a pilot phase, we conducted a semi-experimental study on the learning effectiveness of FLEX. Students' perceptions of the new study format FLEX were found to be positive. In addition, the final test results of students in the FLEX programme were similar to those of other students, despite classroom learning time was reduced by about half. Abstract in German Mit flexiblem Lernen wird den Lernenden Flexibilität in Bezug auf mindestens eine der folgenden Dimensionen ermöglicht: Zeit, Ort, Tempo, Lernstil, Lerninhalt, Bewertung oder Lernpfad. Die Zürcher Hochschule für Angewandte Wissenschaften hat ein neues flexibles Studienformat FLEX eingeführt. Das Blended Learning Design FLEX ermöglicht Studierenden, zeitlich und örtlich flexibel zu studieren, da die physische Präsenzzeit an der Hochschule reduziert und durch eine E-Learning-Umgebung mit Lernvideos ersetzt wird. In einer Pilotphase des FLEX-Programmes konnte eine semi-experimentelle Studie zur Lerneffektivität von FLEX durchführt werden. Die Befunde zeigen, dass die flexible Lernumgebung FLEX von den Studierenden positiv beurteilt wurde. Zudem erzielten die Studierenden äquivalente Klausurergebnisse, obwohl die Präsenzzeit in FLEX im Vergleich mit dem konventionellen Studienformat um die Hälfte reduziert wurde.

The study aims to identify and differentiate the challenges encountered by the college students living in urban, rural and suburban areas in one province in the Philippines. Quantitative descriptive type of research was utilized in the study with 367 college students from different academic institutions served as survey respondents. Result showed that those who are living in rural areas have significantly higher problem encountered in terms of loss of electricity and lack of people at home with adequate technical skills compared to those living in urban and suburban areas. Students from rural areas have encountered significantly higher challenges on resources and communication while students from suburban area expressed significantly higher challenges in terms of environment Meanwhile, moderate challenges on economic, instruction and learning outcomes are being experienced regardless of their location. Students are concerned on how learning outcomes can be fully achieved from flexible learning modality where laboratory extensive classes are not offered during pandemic followed by their challenges in the delivery of instruction and communication with the teachers.

This research investigates the effectiveness of using a technology-centric flexible learning environment to teach a tertiary level introductory information systems course. The subjects for the study were students who were enrolled in two similar courses: 1) a group using traditional teaching and learning methods only, and 2) a group using a flexible learning approach incorporating extensive use of web technology. The course content, lecturer, textbook and assessment were the same for each group. The results show that there were significant differences in academic performance between the two student cohorts. Student tertiary entrance scores and computer playfulness were also identified as important predictors of academic performance.

This research is part of monitoring and evaluation (M&E) of Philippine Normal University’s Kaway-Aralan sa Bagong Kadawyan. The M&E of the University follows Robert Stake’s Countenance Model of curriculum evaluation where intents and actions are defined and observed, together with standards and judgments (Woods, 1988). This study will explore the antecedents (preparation) of ITL’s Flexible Learning Program through the revised components, intents, and standards developed by the University to fit in the context of the subject.

In this paper we report the major themes we identified in the literature surrounding flexible education that has been published in Distance Education over the last 40 years. We identified six themes: the qualities of flexibility as affording “anytime anyplace” learning; flexibility as pedagogy; liberatory or service-oriented aspects of flexibility; limitations of flexibility, especially in terms of technology, the constraints of time of space, as well as cultural differences; flexibility as a quality needed by instructors and instructional designers themselves; and critiques of flexibility as a concept. These themes suggest a complex understanding of flexibility, and one which could support future teaching and scholarly endeavors.

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

24 Designing Instruction for e-Learning Environments Som Naidu The University of Melbourne, Australia s. naidu@ unimelb. ... little more than the schedule, a brief outline of the course content, PowerPoint slides of the lecturer's notes, and sometimes, sample examination papers. ...

This study determined the challenging learning experiences of engineering students while completing their degree program as factor that might influence to their changing attitude towards achieving higher academic performance. Mixed method of research was utilised in the study considering the total population of 75 graduating students for quantitative and 12 students for qualitative part of the study using focus group discussion. Results showed that engineering students have significantly higher level of positive attitude towards academic performance during their junior level but significantly lower after taking professional courses. Attaining high academic performance still really matters for the engineering students during their junior level but continuously changing their perspective due to encountered challenging experiences while taking the professional courses. Performance in General Engineering courses describes the attitude of the students towards academic performance in personal aspect while professional courses define their attitude in professional aspect. The finding of the qualitative research revealed that there are three themes emerged in the challenging experiences of the engineering students and these are: Abandoned Social Freedom, Survival of the Fittest and Future Oriented Mindset which contributed to the changing perspectives of the engineering students.

The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for flexible instructional modules development is presented which aims at assisting the educational designers in the development of flexible instructional modules, ie, modules, which are easily adaptable to different learner's needs, allow learner's choices and different delivery platforms, including distance delivery. Examples of Method applications and current development of a software system to facilitate the Method's implementation are reported.

Ang panahon ng Covid-19 pandemic ang nagpabago ng kalagayan sa buong mundo lalong lalo na sa sistema ng edukasyon. Ang tradisyunal na harapan o face-to-face na pagtuturo ay hindi pinapayagan kung kaya kinakailangang gumawa ng paraan, mag-isip ng mga inobatibong modality ng pagkatuto para maipagpatuloy ang pag-aaral ng mga mag-aaral sa tersyarya na naiiba ang sitwasyon. Ang paghahatid ng edukasyon sa flexible learning sa kolehiyo ay isang pagsubok na hinarap ng mga guro at mag-aaral, kung kaya, hinangad ng pag-aaral na ito na mabatid ang pananaw ng mga mag-aaral sa modality mode ng pagkatuto sa flexible learning sa pagtuturo ng asignaturang Fildis batay sa synchronous online, asynchronous online at E-learning offline. Nilayon din na matukoy ang antas ng pag-unawa sa pagbasa ng mga mag-aaral batay sa Pangunawang Literal, Pang-unawang Inferensyal, at Pang-unawang Kritikal. Gayundin, inalam kung may makabuluhang kaugnayan ba ang mga modality mode ng pagkatuto sa flexible learning sa pag...

This project investigates the relationship between student performance, past mathematics experience, and perceptions of statistics education for two groups of university students studying statistics in different learning environments. One group received the traditional form of teaching with lectures, whereas the other group studied in a more flexible learning mode where lectures were replaced with a computer-managed learning tool and optional small-group workshops facilitated by written lecture notes. The results on student learning experience show that, for both groups, student enjoyment of the course is positively related to their learning attitudes and to their perceived value of statistics education, and is negatively related to anxiety with regard to their performance in the course. There is some evidence that the group studying in the technology-supported flexible learning environment experienced more assessment anxiety and consequently less enjoyment of the subject. There is also evidence that assessment anxiety has a negative effect on student performance that is exacerbated by a lack of prior mathematics experience. Hence, the flexible learning approach in statistics education, with minimal face-to-face teaching, may be especially inappropriate for these students.

Flexible induction is the adaptation of probabilistic inferences to changing problems. Young children's flexibility was tested in a word-learning task. Children 3 to 6 years old were told 3 novel words for each of several novel objects. Children generalized each word to other objects with the same body shape, the same material, or the same part as the first object. Each word was preceded by a different predicate (i.e., "looks like a ...," "is made of ...," or "has a ...") that implies a different attribute (shape, material, or part, respectively). Three-year-olds showed limited use of predicates to infer word meanings, and they used predicates from previous trials to infer the meanings of later words. 4- to 6-year-olds used predicate cues more consistently and made inferences that were implied by the most recent predicate cue. Notably, 3-year-olds performed near ceiling in a control task that eliminated the need to use probabilistic inductive cues (Experiment 3). The results suggest that flexibility develops as a function of (a) sensitivity to between-problem variability and indeterminacy and (b) ability to decontextualize the most recent verbal cue to guide of inductive inferences.

The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and ...

This research investigates the effectiveness of using a technology-centric flexible learning environment to teach a tertiary level introductory information systems course. The subjects for the study were students who were enrolled in two similar courses: 1) a group using traditional teaching and learning methods only, and 2) a group using a flexible learning approach incorporating extensive use of web technology. The course content, lecturer, textbook and assessment were the same for each group. The results show that there were significant differences in academic performance between the two student cohorts. Student tertiary entrance scores and computer playfulness were also identified as important predictors of academic performance.

The adoption and use of new interactive technologies in Distance Education, especially Telelearning, is a growing tendency in the most advanced countries. Nowadays, this tendency is so strong that being interactive is seen as a necessary pre-condition. Some reasons for this are the growing perceived value of groupworking; the popularisation of the constructivist model, where the process and context in which the learning happens has a significative value; the lowering prices of telecommunication equipment and transmission costs, that facilitates its application to a wide variety of purpose and objectives. Tele-learning may be seen as an answer to the demand for open and flexible learning, using different technologies, in different contexts, among different levels and learning styles. It also attends to the pedagogical and curricular questions of different institutions, educational or not, as well as to different philosophical and strategic goals.

This paper reports on research conducted in alternative schools/flexible learning centres 1 designed to support young people marginalised from mainstream schooling in Australia. Many of the young people attending these centres had left school due to difficult personal circumstances and/or significant conflicts with schooling authorities. We argue that the ways in which these schools construct their learning environments, teaching programmes and pedagogical relationships are conducive to encouraging such young people to re-engage with educational processes and thus should be supported as viable alternatives within schooling sectors. Moreover, we contend that data gathered from these sites should be used to inform many of the practices within mainstream schools that currently contribute to the marginalisation of certain categories of youth.

Organizational routines can be conceptualized as generative systems with internal structures and dynamics. In this paper, we propose three different ways that organizational routines can be approached as a unit of analysis. One option is to treat the entire routine as an undifferentiated 'black box'. A second option is to study particular parts of the routine in isolation (e.g. routines as patterns of action). A third option is to study the relationships between these parts and the processes by which the parts change. For some questions, routines can be taken as a unit of analysis without considering their internal structure, but there are many research questions for which it is useful to consider the parts of routines either separately or as they interact. We discuss the importance of understanding the internal structure and dynamics of organizational routines for exploring core organizational phenomena such as stability, change, flexibility, learning and transfer.

The principles of robotics and control are widely taught in engineering subjects, however a common problem concerns the limited availability of expensive equipment with which students can work with, in order to acquire valuable practical 'hands on' experience. The MuMaTE virtual robotics and control project on the World Wide Web (www) was launched to evaluate the suitability of virtual learning environments, the Internet, and multimedia technologies within an engineering-based flexible learning program. Students using networked computers can access this facility to study a wide variety of on-line course material and perform a series of interactive experiments with real world laboratory hardware. This paper presents an on-line experiment, which enabled users to successfully control and observe the response of a commercial position servo system. The development of the project web server, interface electronics and control software is also discussed. MuMaTE: http://mumate. lboro.ac.uk Ó

This editorial offers an overview of extended papers presented at the biennial DEANZ2016 conference held at the University of Waikato, New Zealand, from 17–20th April, 2016. In tandem with the conference theme, There and back: Charting flexible pathways in open, mobile and distance education, this special issue highlights think pieces from the three keynote speakers and five papers that offer insights into developments and practices in open, flexible, and distance learning contexts. As such, the collection is a rich repository of ideas and research that contribute to our interrogation of how digital technologies influence teaching and learning and work in a range of New Zealand and international educational contexts.

This chapter reflects on the ways that HEIs, specifically state universities and colleges (SUCs) outside of Metro Manila, can move forward amidst the COVID-19 pandemic. Drawing from our experience at Southern Luzon State University, this chapter argues that SUC stakeholders (i.e., administrators, teachers, staff, students, and the wider community) may be able to adapt proactively to these challenging times by thinking new and at the same time, un-thinking the “new” in the “new normal” teaching and learning environment. The whole monograph can be downloaded for free from this link: https://drive.google.com/file/d/1mtepCuryceYA4GV34s_Pi57kBqbc1Oc6/view?usp=sharing

Reconfigurable logic systems often consist of a mix of software and hardware requiring design experience from both domains. To reduce the challenge of learning reconfigurable hardware design, we have developed a framework for flexible learning through Internet. Learning takes place using videos, lecture slides, quizzes and lab assignments in addition to regular text books. Lab assignments consist of a physical lab setup accessible through a web browser using the Xilinx Vivado design tool with Xilinx Zynq®-7000. In this paper, we outline the developed material and student feedback after using it.

Recent research by Hallam, Harper et al (2008) iden tifies the need to develop standards and pedagogy to effectively integrate e-portfolios into teaching practice. However, there continues to be wide discussion about the role for, place, use and management of, and standards needed for e-portfolios. Investigation in to issues such as interoperability, user and assessor training, support, access and privacy

The Fukui Declaration from the Ninth Asia Pacific Economic Cooperation (APEC) Energy Ministers Meeting (EMM-9), June 2010, states that "smart grid technologies, including advanced battery technologies for highly-efficient and cost-effective energy storage, can help to integrate intermittent renewable power sources and building control systems that let businesses and consumers use energy more efficiently, and they can also help to enhance the reliability of electricity supply, extend the useful life of power system components, and reduce system operating costs." The energy ministers further instructed the APEC Energy Working Group (EWG) "to start an APEC Smart Grid Initiative (ASGI) to evaluate the potential of smart grid capabilities to support the integration of intermittent renewable energies and energy-management approaches in buildings and industry." This report directly supports the ASGI Phase 1: Survey of Smart Grid Status and Potential of Smart Grid. The report also builds upon a series of APEC projects undertaken by the APEC Energy Working Group and its Expert Group on New and Renewable Energy Technologies that were developed to support calls from APEC Leaders and Energy Ministers to promote the development and utilization of APEC energy-efficiency and renewable-energy resources. These include the Chinese Taipei-led 2008 APEC Photovoltaic Conference, the United States (US)-led APEC Workshop on Grid Integration of Renewable Energy, and the Japanese-led project on Addressing Grid-interconnection Issues in Order to Maximize the Utilization of New and Renewable Energy Sources. The project also takes advantage of APEC specific research undertaken by Asia Pacific Energy Research Centre in Japan. At the core of the smart grid vision is the transformation of the electric supply chain from a centralized, producer-controlled network to one that is less centralized and more consumer-interactive. With their wide range of size and level of development, the APEC members can act as an important test bed and evaluator for smart grid technology deployment and practices. This is important because of the significant growth expected in electricity consumption in the coming decades (from 9,385 TWh in 2005 to 16,442 TWh in 2030 in APEC economies) and the related investment of $6.2 to $8.4 trillion required to meet electricity and heat demand (APERC 2009). There is an opportunity to guide this expansion using the full range of smart grid enabling technologies and practices that take advantage of the transition to less centralized electricity production while creating a more economic, efficient, and reliable electricity production and consumption system. This project is the first step in engaging APEC member economies in the development of coordinated smart grid development strategies. Regarding creation of a smart grid working group, APEC members are encouraged to participate in ASGI, which was recently established by the APEC Energy Working Group. vii The authors also greatly appreciate the time and valuable contributions of the follow individuals:

This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and presents the model developed for flexible content delivery. The programme has been delivered simultaneously by five tutors to six groups of learners. Tutors drew on varying personal experiences of flexible and online learning and this paper also presents the results of an investigation to explore their experiences of facilitation. The findings provide a unique insight into the implications of such a programme for educators. Data were gathered using methods to promote and structure reflections on practice. Issues of relevance for others considering the development of flexible learner-centred programmes of study are presented.

The Ecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland, is deploying a flexible learning scheme for selected pilot courses in engineering education. In such a scheme, traditional lectures and written exercises are combined with additional Web-based learning resources. The main objective of this initiative is to sustain the evolution from traditional teaching to active learning and to better integrate the increasing number of educational resources available online. In engineering education, a key activity to sustain the learning process is hands-on experimentation carried out using either simulation tools or real equipment. This paper describes how a collaborative Web-based experimentation environment has been introduced at the EPFL for providing more flexibility to students performing laboratory experiments in automatic control, biomechanics, and fluid mechanics. It particularly describes the eJournal, a Web service integrated in the proposed learning environment that enables the collection and sharing of preparatory notes and experimental results with both peers and teaching assistants.

This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two courses, developed an implementation plan, and designed

This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive flexibility multi-media hypertext for learn- ing about the periodic system of elements. A wide range of probes (think alouds; navigation logs; observational notes, interviews; pre- and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case- and cross-case narratives of the participants’ process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the fine-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hyper- text. We offer implications for future research, design and the application of pedagogical hypertexts.

Purpose -The purpose of this paper is to consider the requirements for an industry sector approach to entrepreneurship education -the information and communications technology (ICT) sector. A modified Process Framework for Entrepreneurship Education is presented focusing specifically on ICT. The primary components of the Process Framework are described (inputs, process and content, assessment and outputs) to assist in the design of relevant and targeted entrepreneurship education courses to create an entrepreneurial mindset for graduates in this sector. This Framework can be modified to suit courses focusing on other industry sectors. Design/methodology/approach -Based on experiential learning and industry sector knowledge, an existing Process Framework for Entrepreneurship Education is modified. Findings -The Process Framework for Entrepreneurship Education can be modified for a specific sector. Inputs to the process include the personal profiles and personality characteristics of the students. The recognition that particular skills may be required within a sector should be catered for when developing the content focus of the process. Furthermore, the teaching focus should include action learning, problem based learning and discovery teaching. Consideration of all of these elements will help ensure that the entrepreneurship teaching process will develop entrepreneurial-focused students within the sector. Entrepreneurship education is a flexible learning mode easily modified to accommodate changing workplace and employee needs. The use of the process framework provides for a set of useful and relevant guidelines on the key aspects which should be addressed and used as a checklist in attempting to modify and design suitable and relevant entrepreneurship education programmes for specific industry sectors. Originality/value -This paper demonstrates that educators need to consider entrepreneurship for industry sectors, thus presenting the requirement for an inter-disciplinary approach to entrepreneurship. It does so through the refinement of an existing Process Framework for Entrepreneurship Education, taking the specific example of Information and Communications Technology. While the framework can be modified for use in other sectors, this paper presents the integration of and highlights the synergy that exists in the linking of entrepreneurship with the technical disciplines.

This paper explores the relationship between disaster risk reduction and long-term adaptive capacity building in two climate vulnerable areas-the Cayman Islands in the Caribbean and Ceará , in NE Brazil. Drawing on past applications of the disaster risk reduction framework, we identify four critical factors that have led to reductions in risk: flexible, learning-based, responsive governance; committed, reformminded and politically active actors; disaster risk reduction integrated into other social and economic policy processes; and a long-term commitment to managing risk. We find that while the presence of these factors has reduced overall risk in both regions, in Ceará , disaster response as it is currently practiced, has fallen short of addressing the fundamental causes of vulnerability that leave those prone to hazards able to cope in the short term, yet enmeshed in poverty and at risk from the longer-term changes associated with climate change. Although calls for integration of disaster risk management with poverty eradication are not new, there has been insufficient attention paid in the literature on how to foster such integration. Based on the two case studies, we argue that the adoption of good governance mechanisms (such as stakeholder participation, access to knowledge, accountability and transparency) in disaster risk reduction policy may create the policy environment that is conducive to the kind of structural reform needed to build long-term adaptive capacity to climate-driven impacts. We conclude that without a synergistic two-tiered approach that includes both disaster risk reduction and structural reform, disaster risk reduction, in the face of climate changes, will prove to be an expensive and ineffective palliative treatment of changing risks.