An analysis of flexible learning and flexibility over the last 40 years of Distance Education

ABSTRACT

In this paper, we report the major themes we identified in the literature surrounding flexible learning 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 and 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 that could support future teaching and scholarly endeavours.

KEYWORDS:

• flexible education
• online learning
• flexibility
• distance education
• anytime anyplace learning

Acknowledgments

This research was undertaken, in part, thanks to funding from the Canada Research Chairs program.

Data availability

This paper reports on an analysis of the literature, which can be retrieved using the references in the Appendix.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

George Veletsianos

George Veletsianos, PhD, is Professor and Canada Research Chair in Innovative Learning and Technology at Royal Roads University. His research examines the experiences and practices of learners and academics in digital learning environments.

Shandell Houlden

Shandell Houlden is a PhD candidate at McMaster University and a Research Assistant at Royal Roads University. Her research examines militarisation and inter-species bio-politics.