Becoming more systematic about flexible learning: beyond time and distance
Changes in higher education frequently involve the need for more flexibility in course design and delivery. Flexibility is a concept that can be operationalized in many ways. One approach to conceptualizing flexibility within courses is to distinguish planning-type flexibility, which the instructor...
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Association for Learning Technology
2005-12-01
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doaj-32982a4ef4a6460f8a5bac5ff7bd81312020-11-24T21:03:52ZengAssociation for Learning Technology Research in Learning Technology2156-70692156-70772005-12-0113110.3402/rlt.v13i1.10971Becoming more systematic about flexible learning: beyond time and distanceWim De BoerBetty CollisChanges in higher education frequently involve the need for more flexibility in course design and delivery. Flexibility is a concept that can be operationalized in many ways. One approach to conceptualizing flexibility within courses is to distinguish planning-type flexibility, which the instructor can designate before the course begins and which needs to be managed when the course is offered, for interpersonal flexibility, which relates more to the dynamics of the course as it is experienced by the learners. Course management systems (CMSs) offer options that can support both of these sorts of flexibility, if instructors use the CMSs with a systematic frame of reference. The instructor faces challenges in managing both types of flexibility, but the experience at one institution shows that being systematic about flexibility choices and ways to support those choices in the institutional CMS can help in meeting these challenges.http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10971 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Wim De Boer Betty Collis |
spellingShingle |
Wim De Boer Betty Collis Becoming more systematic about flexible learning: beyond time and distance Research in Learning Technology |
author_facet |
Wim De Boer Betty Collis |
author_sort |
Wim De Boer |
title |
Becoming more systematic about flexible learning: beyond time and distance |
title_short |
Becoming more systematic about flexible learning: beyond time and distance |
title_full |
Becoming more systematic about flexible learning: beyond time and distance |
title_fullStr |
Becoming more systematic about flexible learning: beyond time and distance |
title_full_unstemmed |
Becoming more systematic about flexible learning: beyond time and distance |
title_sort |
becoming more systematic about flexible learning: beyond time and distance |
publisher |
Association for Learning Technology |
series |
Research in Learning Technology |
issn |
2156-7069 2156-7077 |
publishDate |
2005-12-01 |
description |
Changes in higher education frequently involve the need for more flexibility in course design and delivery. Flexibility is a concept that can be operationalized in many ways. One approach to conceptualizing flexibility within courses is to distinguish planning-type flexibility, which the instructor can designate before the course begins and which needs to be managed when the course is offered, for interpersonal flexibility, which relates more to the dynamics of the course as it is experienced by the learners. Course management systems (CMSs) offer options that can support both of these sorts of flexibility, if instructors use the CMSs with a systematic frame of reference. The instructor faces challenges in managing both types of flexibility, but the experience at one institution shows that being systematic about flexibility choices and ways to support those choices in the institutional CMS can help in meeting these challenges. |
url |
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10971 |
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AT wimdeboer becomingmoresystematicaboutflexiblelearningbeyondtimeanddistance AT bettycollis becomingmoresystematicaboutflexiblelearningbeyondtimeanddistance |
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