Flexible learning

This week I attended the first lecture in “pedagogies for flexible learning supported by technology”. This first lecture we discussed ‘flexibility’. We agreed that flexible learning has to do with the extent to which learners are offered possibilities to make choices about what, how, when and where they learn (Collis & Moonen, 2001). Students can ‘customize’ their learning process by making choices about different aspects in learning (e.g. time, content, entry requirements, instructional approaches, resources, logistics and delivery methods). Collis and Moonen describe five types of flexibility. In the this post, I will give a short description of each type, followed by a few advantages and disadvantages.  

Flexibility related to content

What would you like to learn? Being flexible in content regards the extent to which you are able to choose what you would like to learn about. This could include making choices about what topics, the sequence of different parts of a course or whether you would like the content to be more theoretical orientated or more practical orientated. Even decisions about key learning materials and assessment standards and completion requirements are mentioned by Collis and Moonen (2001).

Learning by practice in stead of
only reading theory.
http://saxion.nl/bml/voltijd/enschede/kort

Having some control on what content you will learn has its advantages. You can make yourself unique by shaping your own curriculum. Next to that, when I did this to some extend for my bachelor, I experienced it to be very motivating to shape my curriculum because it this way I set my own goals and the program had my full support.

But, lets not forget, I had guidance in shaping the curriculum and, before that, it took me a few years to figure out what was actually available for me to learn. Imagine someone asking you “What would you like to learn?” when coming to this University. I would not have known the answer or at least not be able to make a good choice. Next to that, there is the danger you will develop deficiencies in certain basic topics because you missed out on them. Choosing the right content for a strong knowledge basis is not only crucial to yourself but also crucial to our society.

Flexibility related to entry requirements

Conditions for entry requirements could also be fixed or flexible. Some courses require prior knowledge and therefore have certain entry requirements. If a course is completely flexible in entry requirements, everyone could participate, meaning there is a chance the audience has a very broad spectrum of prior knowledge. From a teacher’s perspective, it would barely be feasible to fit instruction to every member of the audience without making an individual program for every student (which would not be feasible either in large groups). Imagine a computer program giving instructions, it could adapt more easily adapt to the level of an individual student. In this case the flexible entry requirements give students the opportunity to start a course they find interesting which will motivate.

Flexibility related to time

http://kenyonreview.org/blog/?p=1420

“Deadline in one week!” I think everyone recognizes that line and the stressed feelings that come with it sometimes. Now close your eyes and imagine a course with no deadlines where you could submit an assignment, or take an exam whenever you are ready to.….. Or imagine a course where you could even decide on when to start the course and follow and finish the course when it you like. That would be great right? You could make your own schedule and divide time the way it suits you best. This way you are in charge of the study pace and the time you start and finish the course. On the other hand…. It would take some discipline or motivation and good planning to follow such a course. From the teacher’s perspective, it would not be very attractive since every individual student has an individual program to keep track of.

Flexibility related to instructional approach and resources

The master courses I take are in English. This is a language all students (are expected to) understand. One fixed language is used to teach the content here. Would it be flexible, all students could pick in what language they would like to follow the course. Not only language but also other pedagogical related matters have the possibility to be flexible. You can learn certain content in several ways, using several different resources. Think about social organization, supporting collaboration, individual learning or face to face instruction. Or maybe you would like to decide what learning resources to use or what whether you like to learn by doing assignments or just listening to the teacher.

Flexibility in this matter gives students the chance to choose what suits their learning style best. Though, students are not educated to identify the appropriate learning resources or the best suitable learning approach for certain content. Giving students the responsibility to chose for themselves may work counterproductive.

Flexibility related to delivery and logistics

Where and when will you participate in a course? This has to do with flexibility of delivery and logistics. Also the way you are able to get information about the course could be flexible (like blackboard) or the way you can communicate with others (e.g. teachers, or peer students).

http://web20didactiek.wikispaces.com/Online+rollenspel

Not being dependable on when to learn could be a great advantage. Especially for people who have to travel a great distance. Also being flexible in getting communicating with your teacher or other students gives you the chance to shape learning the way it suits you best. In face to face communication, on the other hand, communication is more smoothly and easier to understand each other.

Looking at all the advantages and disadvantages, self-directed learning is not an easy job for both students and teachers. As van den Eynde, Newcombe and Steel (2007) concluded that inexperienced learners needed more guidance in self-directed learning.

Just like we need a strong foundation to walk on (like a floor), I think we need some kind of foundation in education. If everything was flexible, the world of education would collapse. Not to mention the undoable job teachers would get.

Interactivity is optimal in the middle

But as I stated above, some amount of flexibility could be great. The balance between control and flexibility needs to be well chosen to get an optimal result. Thinking about that, my thoughts went to “the locus of control” of interactivity. Control could be entirely at the learner’s side or entirely at the computers side, Tannenbaum (1998) argues that exactly in the middle, interactivity will be optimal. Maybe this could also be of help in finding the right balance between flexibility and control, where in the middle interaction between teacher and student is optimal (shown in the figure above). 

In text used references:

- Collis, B., & Moonen, J. (2001, second printing 2002). Flexible learning in a digital world: Experiences and expectations. London: Kogan Page.

- Eynde, J.A. van den, Newcombe, P.A. and Steel, C.H. (2007). Responding to learners' need for choice: Flexible learning modes for creating an e-learning community. In: Atkinson, R. J., McBeath, C., Soong S. K. A. and Cheers, C., Proceedings ascilite Singapore 2007. Ascilite Singapore 2007, ICT: Providing Choices for Learners and Learning, Singapore, (1041-1044). 2-5 December, 2007

- Tannenbaum, R.S. (1998). Communication theory and developments underlying the use of multimedia. Theoretical Foundations of Multimedia. New York: Computer Science Press