Flexible
Learning
Casapao, Mary Joshiel
Castillo, Lyra
Galamgam, Ashley Rain
At the end of this lesson
you are expected 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 delving into 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. In 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
ways have become so tactile that sub forms have been
devised and accepted.
Three major categories
(1) face-to-face learning mode,
(2) blended learning,
(3) and distance or remote learning.
Synchronous learning
It 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, It 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
Difference among the
three instructional delivery
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
Difference among the
three instructional delivery
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
Elements of Flexibility
of Learning
Flexibility is a common ground for all delivery
systems. The core of 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 Education Journal (2017) gave
some ideas on how the flexibility of learning can
be ensured in whatever delivery mode of
instruction.
1. Designing the learning experience. 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.
3. Structuring learner engagement with the instructional
environment. This idea of flexibility has something to do
with the use of educational technology tools. Meaning,
teachers need to carefully choose among the instructional
media and methods of engagement that are available to all
students (e.g., using 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.
Increasing Flexibility
Using Technology in
Education
Educational technology has been
considered as another common ground of
all categories of instructional delivery.
Therefore, it means that technology is not
only applicable to online or distance
learning. What matters most in the use of
technology is that learners can have access
to all required technology to be used in
instruction.
Matching the students' needs and the
appropriate, accessible technology to use is
another way of increasing flexibility in any
instructional delivery mode. One wrong
notion in using technology in education is
utilizing web-based and highly sophisticated
software or applications that do not match
your learners' needs.
One rule of thumb is to ensure that the
technology to be used addresses the students'
needs in constructing the knowledge, in
assessing their learning progress, or in
producing an output.
While it is true that technology-mediated
flexible instructional delivery has been
successful, teachers need to match the use of
educational technology principles to the
pedagogies that they use.
Norton et al. (2000) cautioned that if teachers do
not ensure that their pedagogical strategies match
the technology that they use in any instructional
delivery mode, it may cause greater harm in
learning. For instance, if the suited online teaching
activity is through a discussion, a teacher is
expected to mediate his or her teaching
Thank
You