As distance education came online, flexible and personalized learning became linked

with the use of new information and communications technology (ICT), provides

learners with even more learning choices. D. Gedera, J. Williams, & N. Wright (2015).

Online learning, which is classified as flexible learning, made use of new technology

and provide students the quick availability of information. According to the study, online

learning environments allow students to experience flexibility by allowing them to

choose where, where, and what they can learn. Chou, Hung, & Chen (2015); Gedera et

al.,(2010). Online learning environments, for example, allow for greater flexibility in

terms of time, location, and learning resource availability. Students can have their own

learning time and space in an online learning environment.

In contrast to traditional classroom settings, Online environments, unlike traditional

classrooms, allow students to take a more individualized approach to learning by

viewing instructional material in the order that best meets their needs, repeating or

skipping sections, and following subjects regardless of the order in which they have

been arranged Hung et al (2010). The online learning environment in flexible learning

differed from traditional learning, which the students was expected to follow the subjects

and arrangements that were given. Moreover, audio and video formats enable students

to make their individual pace for consuming and assessing knowledge Neville et al

(2015). Also, in an online context, flexible learning uses videos and audio so that

students can review what they've learned and study it at any time by watching it.

Flexible learning environments, on the other hand, require students to exert control over

several aspects of their learning activities, such as time management, media used,

pace, and depth (Hung et al., 2010). Flexible learning environments provide students
control over their activities, time management, and access to social media sites, as well

as enough time. As a result, flexible learning creates a learning environment in which

students must be structured, set their own goals and plans, and regulate and evaluate

their own learning process Narciss, Proske, & Koerndle, (2007; )You, 2016). Students

will formulate and analyse what themes or learnings they have on their own, and they

will inculcate the learnings based on their own understanding. Further research is

required, according Cornelius and Gordon (2008), to find out what learning strategies

learners use for a flexible online context.

Adaptability to Online learning

Due of the COVID-19 outbreak, educational institutions all across the world will lock the

doors in 2020. The pandemic has caused damage on educational systems nationwide,

hitting 94 percent of students in over 190 nations across all continents (UN, 2020). This

learning method, which integrates use of electronic equipment and digital technology,

was relatively new to Albania's educational system.

The various student groups and course environments evaluated in each study could be

one reason for the considerable range in results between studies. Some students, for

example, those who have had more extensive exposure to technology or who have

been taught time management and self-directed learning abilities, may adapt to online

learning more readily than others (Gladieux & Swail, 1999; Jun, 2005; Liu, Gomez,

Khan, & Yen, 2007; Muse, 2003; Stewart, Bachman, & Johnson, 2010). Students that
have more exposure to technology are more likely to adapt to online learning. In

addition, some academic topic areas may lend themselves more readily to high-quality

online learning experiences than others (Jaggars, 2012), which may enable students

adapt more effectively. The student's ability to adapt is determined by his or her level of

awareness, familiarity with information technology, and willingness to participate in and

adapt to the e-learning strategy (Naresh et al., 2016). Students' ability to adapt is

determined by their motivation to participate and their understanding of the technical

information available to them. For the first time, Albanian students have been faced with

the potential of distance learning in this never-before-seen situation produced by the

pandemic. According to a study that found that the pandemic had negative effects on

school characteristics (Onyema et al., 2020) . To avoid the effects of the COVID-19

pandemic and other future pandemics on the learning process, higher education must

focus on expanding the use of technology (Ananga, 2020). During this global health

crisis, students certainly have their own perceptions and adaptive ways to online

learning.