Aldersgate College Technology for Teaching and Learning 1

College of Arts, Sciences and Education Junelyn G. Villar, LPT

Flexible Learning
Learning Objectives:
At the end of this lesson, the students should be able to:
 Compare and contrast the features of the three major categories of instructional modes;
 Explain the features of flexible learning; and
 Generate some strategies to enhance the flexibility of learning through technology.

Fundamental Concepts on Instructional Delivery

Before delivering flexible learning as a feature of instructional delivery, let us first understand the
fundamental concepts of how we deliver instruction in the context of space and time. It its elementary
sense, instructional delivery is the mode on how teaching and learning take place. Generally, there are
three major ways on how we can deliver instruction nowadays. These three way have become so tactile
that subforms have been devised and accepted. We try to study the figure below to see the three
overarching types of instructional delivery systems.
It can be gleaned in Figure 1 that the three major categories on how we deliver instruction include:
1. Face-to-face learning mode, 2. Blended learning, 3. And distance or remote learning. The last two
modalities will be lengthily discussed in the succeeding lessons. The instructional delivery modes are
generally separated because each of them has distinct characteristics like the instructional design.
However, they are somehow related because they share some common features, like principles of
flexibility, the goal of education, principles of learning, and educational technology principles.

Figure 1. Categories of Instructional Delivery Modes

Aldersgate College Technology for Teaching and Learning 1
College of Arts, Sciences and Education Junelyn G. Villar, LPT

One key difference among the three categories pertains to the schedule of student engagement and
interaction. Notably, depending upon the modality of instructional delivery, student-teacher interactions can
either happen in real-time or at differing times. These interaction schedules have been discussed in chapter
1, but for the sake of quick review, they are underscored again, Synchronous learning refers to the
teaching-learning experience that happens at the same time. For instance, most of what you do in a face-
to-face delivery is synchronous, because you can physically interact with your classmates and teachers.
Asynchronous learning, on the other hand, is an interaction schedule that happens at different times. One
good example is when you engage in an online discussion forum where you can have an option as to when
you can chime in and contribute to the discussion.
Another key difference among the three instructional delivery systems is space. First is the physical space,
like the classroom where most face-to-face learning takes place. Second is the online or virtual space,
which can only be possible by the power of internet connectivity. An online platform like a learning
management system becomes the virtual space where students and teachers can interact at a distance.
Another emerging learning space is called flexible space, where students like you can choose where their
learning will take place. For instance, if you have a learning packet or an instructional module with you, you
can learn along the riverbank, which becomes your flexible learning space.

Elements of Flexibility of Learning

As mentioned earlier, flexibility is common ground for all delivery systems. The core flexible learning
is providing options for students in learning. Such options may include content, place, time, and pace.
When choosing an appropriate delivery mode, how do we increase the flexibility of learning such that
instructional delivery leans toward student-centeredness? Collis and van der Wende (2002) mentioned
some considerations of achieving flexibility concerning instructional delivery mode:
1. Where and when teacher-student interaction will occur?
2. What forms of help can be given as student support?
3. What technology is available for all and will be required to be used?
4. Which among the communication channels is available for all to use?
5. What are the components of the instructional design suited for the instructional delivery mode?

Bradley, Noonan, Nugent, and Scales (2008) and Distance Educational Journal (2017) gave some ideas
on how the flexibility of learning can be ensured in what delivery mode of instruction.
1.Designing the learning experiences-Teachers need to prudently choose outcomes and activities on how
instruction should be delivered in a way that all learners could afford.
2. Designing content-learner interaction- Teachers need to reshape the presentation of the content so that
all learners can understand even when teacher supervision is reduced.
Aldersgate College Technology for Teaching and Learning 1
College of Arts, Sciences and Education Junelyn G. Villar, LPT

3. Structuring learner engagement with instructional environment- This idea of flexibility has something to
do with the use of educational technology tools. Meaning, teachers need to be carefully choose among the
instructional media and methods of engagement that are available to all students (e.g., mobile devices and
planning for innovative use of flexible, accessible space).
4. Structuring learner-teacher-feedback engagement-Teachers need to provide feasible choices for the
students to choose from regarding the mode on how they can interact with their tutors and mentors.
Additionally, teachers need to choose the available mode on how students can access feedback about their
learning progress.
5. Establishing learner engagement with an assessment of learning- Learners need to know their options
on how to get grades in their learning.