Online Learning: Growing into our Capacity for Flexible Learning

2013 ◽  
pp. 83-92
Author(s):  
Nancy Maynes ◽  
Blaine E. Hatt
Keyword(s):  
Online Learning ◽  
Flexible Learning

scholarly journals Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Ron Oliver
Keyword(s):  
Online Learning ◽  
Vocational Education ◽  
Best Practice ◽  
New Technologies ◽  
Training System ◽  
Vocational Education And Training ◽  
Learning Resources ◽  
Flexible Learning ◽  
Online Learning Resources ◽  
National Training

This paper describes The Flexible Learning Toolboxes Project , a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. A Toolbox is a set of learning resources designed for web based delivwww.ascilite.orgs customisation and reuse in the National Training Framework, which forms the basis of qualifications and accreditation in the Australian VET sector. The paper describes aspects of the Project and discusses the innovative design approaches that are being used to create quality online learning resources. Examples of several Toolboxes are provided to demonstrate the forms of online learning settings that have been developed for the Australian VET sector.

Flexible Online Learning - Onsite!

2011 ◽  
pp. 110-115
Author(s):  
Claus Witfelt
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Further Education ◽  
University Teaching ◽  
The Internet ◽  
Time And Space ◽  
Flexible Learning ◽  
Learning Contexts ◽  
Distributed Processes ◽  
Pros And Cons

Flexible learning is a term usually connected with IT and the dimensions time and space, for instance when using CSCL-systems (e.g., Blackboard, Sitescape, or FirstClass) to combine onsite learning with online learning in further education, typically with few, intensive onsite seminars separated by online periods where the students work, communicate, and learn via the Internet. This chapter takes a different approach to flexible learning and how technologies from distributed, flexible learning can be used in everyday university teaching and learning—onsite learning. Onsite learning is characterized not by virtual and distributed processes, but actual presence of the students. In the current study, we have identified a number of scenarios for these learning contexts and tried a number of systems. In the chapter we will discuss the problems, the pros and cons of the various scenarios, and in short describe some of the technologies we have worked with.

scholarly journals A Model of Flexible Learning: Exploring Interdependent Relationships Between Students, Lecturers, Resources and Contexts in Virtual Spaces

2018 ◽  
Vol 6 (1) ◽  
pp. 12-18 ◽  
Author(s):  
John Raymond Bostock
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Social Activity ◽  
Physical Distance ◽  
Transactional Distance ◽  
Flexible Learning ◽  
Geographically Dispersed ◽  
Dialogue Structure ◽  
E Learning ◽  
Interdependent Relationships

In flexible and open models of education students and lecturers experience a virtual sense of separation that is caused by more than physical distance between students and lecturers. Transactional distance is “a psychological and communications gap, a space of potential misunderstanding between the inputs of lecturer and those of the student” created in part by the physical distance inherent to online learning (Moore 1991, p. 2). a large transactional distance such as that between geographically dispersed students and lecturers in an asynchronous, text-based, online learning environment may contribute to students’ feelings of isolation and disconnectedness, which can lead to reduced levels of motivation and engagement and consequently attrition. When designing e-learning experiences lecturers must consider two variables that affect transactional distance: structure and dialogue. Structure refers to the flexibility or rigidity of the pedagogical methods and strategies used in an e-learning experience. Dialogue refers to the interaction between the lecturer and student during an e-learning experience. Moore does not suggest that either structure or dialogue are inherently good things. Each may be appropriate in different circumstances and a typical educational event such as a conventional lecture will, at a micro-level, move constantly between the two. Another dimension of the theory suggests that more autonomous students, being self-directed, are better able to cope with more structure while less autonomous students benefit more from greater dialogue. This paper explores a proposed model of flexible learning which attempts to inform practitioners of the fluid, interdependent relationships between students, resources, contexts and lecturers. This helps explain and justify a reconceptualisation of the role of the lecturer and suggests how social activity is also pivotal in successful learning outcomes for students.

scholarly journals Alternative Online Learning Using Social Media as a Panacea

2021 ◽  
Vol 16 (07) ◽  
pp. 257
Author(s):  
Luhung Achmad Perguna ◽  
Netty Apriyanti ◽  
Dedeh Kurniasih
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Normal Activity ◽  
Learning Objectives ◽  
Flexible Learning ◽  
New Normal ◽  
Learning And Teaching ◽  
Media Usage ◽  
Internet Penetration ◽  
The Difference

Due to the pandemic crisis, online learning and teaching have become a new normal activity. This study explores a popular and flexible learning media for students in areas with low internet penetration. This paper presents alternative learning using social media and the difference between before and during the crisis. This article has found a change in social media usage as a communication and socialization medium to a learning medium. The three learning methods of social media usage are as follows: question and answer; questioning, and collecting assignments. Social media was chosen because of its popularity and flexibility for both lecturers and students. The aspects of accessibility (cost and connectivity) are a challenge in the development of online learning. Social media is proven to be effective and efficient in conveying messages and to achieve learning objectives

scholarly journals Raising The Level Of Abstraction In Online Education: The Context

2007 ◽  
Vol 4 (12) ◽  
Author(s):  
Samuel M. Natale ◽  
Anthony F. Libertella ◽  
Sebastian A. Sora ◽  
John Ulin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Style ◽  
Flexible Learning ◽  
Development Models ◽  
Content Assessment ◽  
New Science ◽  
Level Of Abstraction ◽  
The Many ◽  
Definition Of

A commonly accepted definition of online learning is that students have access to learning experiences in: time, place, pace, learning style, content, assessment, and pathways (Chen, 2003). Although this is true, there is a considerable concern about the level of abstraction involved in online education. Critics of flexible learning call it just another fad (Zemsky & Massy, 2004). These criticisms are founded in claims that online learning failed to launch a pedagogical revolution or attract students in masses. Further, some argue that it is a training and not educational tool.  With all the buzz of successes and failures, flexible learning will continue to have an increasingly important role in higher education. Given the many fallacies about online learning, this paper argues that flexibility and transferability are prevailing traits in this explosion of knowledge. There is, simultaneously, a growing concern that online or flexible education has not raised learners’ level of abstraction. This paper concludes with a call for further investigation into flexibility/transferability and the effectiveness of institutions to align faculty development models and infrastructure with the new science of learning as well as to equip faculty with techniques to enhance level of abstraction.

UNDERSTANDING FLEXIBLE LEARNING THEORY AND HOW IT IS USED IN ONLINE LEARNING

2011 ◽  
pp. 35-46
Author(s):  
Deb Gearhart
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Theory ◽  
Traditional Classroom ◽  
Distance Learners ◽  
Flexible Learning

Flexible learning is a term becoming increasingly prevalent in distance education. The concept of having a flexible learning environment is appealing to distance learners. Many learners choose a flexible environment over the traditional classroom so that learning can fit into their busy lifestyle. This chapter will define and discuss flexible learning theory, describing how it is used in the distance education setting and how it is a changing tide in education.

scholarly journals Inclusion and online learning opportunities: designing for accessibility

2002 ◽  
Vol 10 (2) ◽  
Author(s):  
Elaine J. Pearson ◽  
Tony Koppi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Special Needs ◽  
Learning Community ◽  
Higher Education Institutions ◽  
Educational Experience ◽  
Learning Opportunities ◽  
Learning Methods ◽  
Flexible Learning ◽  
Online Technologies

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students.DOI:10.1080/0968776020100203

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