Becoming flexible: contested territory

Abstract

References to the notion of flexible learning have become increasingly common in higher education in recent years. The emergence of flexible learning discourses reflects a more general transformation of higher education, influenced by technological change, public accountability, increased competition, restricted funding, and catering to the needs of a semi‐mass rather than a semi‐elite system. The term ‘flexible learning’ has multiple meanings, some of which appear to be more privileged than others. As universities identify thedevelopment of flexible learning as a priority and direct resources towards its achievement, there is a need to consider the range of meanings that may be associated with flexible learning and the ways in which, its introduction affects the culture of the university and academic practice. The perception of flexible learning that becomes dominant will have a significant impact on the way in which flexible learning is enacted, as it will reflect and affect views of teaching and learning, knowledge, research, academic practice, and the role of academics. The definitions of flexible learning used in one example university reflected those present in the wider educational community, and emphasised efficiency achieved through the use of information technology. As in the preceding notion of open learning, these interpretations are focused on the mode of delivery. The emerging discourses, however, open up a space for conceptualising flexible learning from the learner's perspective, with a sharper focus on how to provide opportunities for improving learning experiences and outcomes.