Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this chapter are the related literature and studies which are essential in the

conceptualization of this study. The discussion is presented in the following themes: (a.)

Understanding Flexible Learning; (b.) Implementation of Flexible Learning in Higher Education;

(c.) Lived experiences of faculty members and students in Flexible Learning, and (d.) Training

needs of Faculty members in Flexible Learning.

Understanding Flexible Learning

The coronavirus pandemic has disrupted the educational system worldwide. In the

Philippines, educational institutions are trying to make sure that learning is unhampered during the

health crisis. On July 10, 2020, the Commission on Higher Education (CHED) claimed that schools

were ready to open classes in August even if the country is still dealing with the pandemic

(Rappler, 2020). According to De Vera, the opening of classes will be done through "flexible

learning," which is not new in the Philippines because top universities in the country have been

doing flexible learning even before COVID.

Tracing the evolution of flexible learning is important as this clarifies its difference from

other learning modes. The modes of learning other than the one in a classroom setting or what is

commonly known as “distance education” was developed to address the need for unconventional

learning opportunities in many societies. Such was utilized by people who had a poor educational

background, perhaps only a few years of elementary schooling, but wanted to educate themselves

either for practical purposes or for personal development (Bernath et al, 2008). During the 1980s

and 1990s, there was a significant growth in the number of students studying part-time and through
distance learning was recorded. This came along with the dramatic growth in non-traditional

learners, beyond the typical 18–24-year-old mainstay of a university. Another factor for the

increased growth of students availing of distance learning is attributed to the growth and

essentiality of lifelong learning, and women returning to the workforce after child rearing, as well

a burgeoning retirement age population (Williams & Goldberg, 2005). For this reason, Williams

and Goldberg (2005) concluded that flexible delivery has become a mantra for tertiary educational

institutions seeking to satisfy these non-traditional students while also tapping into new national

and global opportunities. From the nineteenth century up to the last decades of the twentieth

century, distance-teaching schools, also called correspondence schools, they developed highly

sophisticated methods and demonstrated excellent results.

"Flexible learning" for higher education institutions involves a combination of digital and

non-digital technology, which does not necessarily require being connected to the internet. As a

modality it “ensures the continuity of inclusive and accessible education when the use of traditional

modes of teaching is not feasible, as in the occurrence of national emergencies.” In its

implementation however, Universities and colleges can exercise their academic freedom in

choosing what mode would be effective for them. Some may use pure online, pure modular, while

others may use a combination of the two (CHED, 2020).

Flexible learning is also learner-centered, that encourages greater independence and

autonomy on the part of the learner (Deakin University, 2009). Its ethos is to enable and empower

learners to have greater control of their learning and become more self-directed.

In giving greater control to the learner in the learning process, the teacher becomes the

manager and facilitator by building suitable resources or facilitating access to them where

technology plays a central role in this process (Deakin University, 2009). Thus flexible learning is
not a distinct educational mode but it embraces, extends and combines a number of familiar,

existing and evolving approaches to learning and teaching in the following approaches: a.) on-

campus classroom learning; b.) distance education; c.) open learning; d.) independent learning; e.)

resource-based learning; f.) teleteaching; g.) computer-managed learning; h.) computer-assisted

learning; i.) online learning; j.) mobile learning; k.) multimedia learning; l.) blended learning; and

n.) virtual learning.

CHEd (2020) enumerated three modes of flexible learning that maybe utilized by teachers

in higher learning institutions as follows:

Online – A flexible learning mode which is electronic-based and which uses available

online classrooms for the delivery of instruction. Learning materials are in digital format such as

webcast, podcast, videos, audio, and other open educational resources or OERs. To aid online

learning, CHED launched a web-based platform, PHL CHED Connect, that provides free learning

materials for college students.

Offline – A flexible learning mode that does not use internet connectivity at all. Learning

is done through printed modules or uses digital forms such as video and audio placed in storage

devices.

Blended – A type of flexible learning which is a combination of online and offline modes.

Online technology will be used for delivering lessons, while other classroom activities will be done

offline using printed modules, video tapes, storage devices, and learning packets.

Meanwhile, Charles Darwin University (2011) enumerates these modes of flexible learning

which are different in nomenclature but are similar with what CHEd is suggesting.
 The Problem-Based Learning - it is an alternative approach to education which was first

implemented at McMaster School of Medicine in 1969. It was developed to allow medical students

to memorize material and pass tests without having the ability to use the information and diagnose

diseases. Sungur & Tekkaya (2006) claims that the ultimate goal of PBL is to help students develop

critical thinking, communication and social skills, and to support teacher ‘s goals of student

development through self-directed and self-regulated learning. The utilization of the PBL process

has the potential to produce students ―who can define problems, devise alternative hypotheses,

and develop reasonable solutions to the issues at handǁ (Ramsay and Sorrell, 2007)

The Electronic Learning - Different terminologies had been used to define electronic

learning or e-learning. For instance, it has been defined by Jama, et al (2008) as a type or system

of learning which utilizes electronic technologies to access educational curriculum outside

traditional classrooms. While Sangra, et al. (2012), defined e-learning as “a method of teaching

and learning that fully or partially signifies the educational model based on the use of electronic

media and devices as tools for enhancing availability of training, communication and interaction.

In its simplest sense, E-learning courses are specifically delivered via the internet to somewhere

other than the classroom for enhancing or supporting learning. This concept is supported by Oye,

et al., (2010) who claimed that e-learning is the use of network technologies to create, foster,

deliver, and facilitate learning, anytime and anywhere for empowering the individual learner so

that the teacher/trainer/tutor is no longer the gatekeeper of knowledge, while the role of teachers

is likely viewed as facilitators of knowledge process.

Synchronous Distance Learning Through Live Videoconferencing - Synchronous

education is the delivery of education in a live format, allowing students to communicate directly

with faculty and/or other students receiving immediate responses and interaction. Dal Bello, [Link].
(2007) describe the use of Interactive Videoconferencing (IVC) in a synchronous format as

consisting of live, synchronous audio and video communication via a computer or digital phone

network among sites in different physical locations.

According O‘Rourke (2007), many literature presents the use of synchronous

videoconferencing as a positive educational tool. One of the identified benefits is lesser cost for

students, faculty, and educational institutions due to reduced travel and facilities costs, as well as

access to education from remote locations.

On the other hand, the disadvantages or challenges of synchronous videoconferencing are

mainly focused on technical challenges such as internet communication speed, connection

performance, video speed and performance, student access to technology, and pedagogical

challenges (Dye, 2007).

The Blended Learning - Generally, most researchers agree that blended learning is a

combination of conventional classroom and online learning (Garrison & Kanuka, 2004; Wakefield

et al., 2008). It is also described as an effective integration of multiple learning techniques,

technologies, and delivery modes to meet specific communication, knowledge sharing, and

informational needs of learners (Tang, 2013).

Thorne (2003) claims that blended learning gives the best of both classroom and online

learning. t facilitates learning delivery by taking advantage of Information Technology (IT) yet

retaining a good degree of classroom interaction. This is supported by Akkoyunlu & Yilmaz-Soylu

(2008), who revealed that classroom learning provides the social interaction required for active

learning, while online learning offers some flexibility, which is not commonly found in a

classroom environment.
 In defining flexible learning, a framework can be very helpful. According to Casey and

Wilson (2006), introducing flexible learning is bound to be an iterative process. This process is

important in gathering enough kinds of information to guide those charged with implementation.

Instructors who utilize flexible learning can create opportunities for flexible education in any of

the following areas which they can control.

• Time: The pace of a course and the timing of assessments

• Content: The topics covered, the sequence of topics, the types of learning materials, the

range of assessment methods

• Instructional Approach/Design: the “social organization of learning,” whether that means

group learning, individual or independent learning, and the format of learning resources,

and the “origin of learning resources” (instructors, students, library, Internet)

• Delivery: place of study (on campus, off campus, blended, flipped, work-based),

opportunities for contact with instructors and/or students, methods of support, and content

delivery and communication channels (Palmer, 2011; Casey & Wilson, 2006).

To determine if the changes in any of the above areas are truly flexible, Bergamin et al.

(2012) have set out some characteristics that are shared by flexible learning experiences. These

can be answered by asking the following questions: (a.) Do your learners have greater control over

their own learning? (b.) Are they “active and constructive learners, as opposed to passive

recipients”? (c.) Are your teaching methods learner-centered rather than teacher-centered, and are

your learning resources designed to meet the varied needs of the learners?
 Implementation of Flexible Learning in Higher Education Institutions in the Philippines

The Republic Act No. 10650 or the Open Distance Learning Act was enacted in 2014 to

expand access to educational services by institutionalizing open distance learning in levels of

tertiary education as part of the government’s effort to democratize access to quality tertiary

education. With this law, schools and universities are urged to adopt flexible learning strategies to

continuously provide education to students amidst quarantine protocols. The CHEd released a

memorandum order setting the guidelines on the implementation of flexible learning methods

which serves as basis for universities in executing their own flexible learning systems.

On the other hand, the Department of Education (DepEd) sets a distance learning approach

that utilizes three methods: (1) delivery of printed modules to students, (2) access to DepEd

Commons, an online education platform DepEd developed to support alternative modes of

learning, and (3) delivery of lessons or self-learning modules via radio and television (DepEd

Website 2020).

Private universities and institutions have likewise adapted to the limitations imposed by

the pandemic and are poised to go either fully online, blended learning, or scheduled in-person

classes in case the government lifts quarantine measures. In July 2020, DLSU adopted an alternate

mode of education that is technology-enabled dubbed Lasallians Remote and Engaged Approach

for Connectivity in Higher Education (R.E.A.C.H). The R.E.A.C.H emphasizes the importance of

engagement between faculty and students and offers three different delivery modes: (1) fully

online (synchronous and asynchronous), and whenever possible (2) hybrid (blending of online and

face-to-face), and (3) face-to-face. All online academic tools and materials are organized and made

accessible via the university’s learning management system (LMS), Animo Space (De La Salle

University, 2020b).
 Similarly, ADMU piloted the Adaptive Design for Learning (ADL). The ADL combines

three different modes of delivery: (1) online, and, whenever possible, (2) blended, and (3) face-to-

face; and offers uniquely designed courses that suit faculty style and respond to learner’s needs

and contexts. The instructional materials are hosted in Ateneo Blue Cloud, an online platform

branded as the university’s virtual campus (Ateneo de Manila University, 2020).

Meanwhile, UST through its learning management platform called as UST Cloud Campus

implemented an Enriched Virtual Mode (EVR) that combines both online (synchronous and

asynchronous) and offline strategies to ensure accessibility and flexibility in learning. Other than

team-teaching, the approaches in EVR include a combination of the following: (1) complementing

of professional competencies with industry partners and alumni interactions, (2) collaborative

online learning with foreign partner institutions, and (3) remote encounters with community

partners (Alejandrino, 2020).

Additionally, the University of the Philippines System shifted to blended learning using

already existing platforms like University Virtual Learning Environment (UVLE), and UP Open

University (UPOU). The UPOU maximizes online learning and distance education and offers free

special courses in online learning. The UP College of Education presented an Education Resilience

and Learning Continuity Plan (ERLCP) to help schools’ transition to an alternative learning

environment. The ERLCP recommended flexible learning options that are learner-centered and

are made available in various modes of delivery such as face-to-face instruction, remote learning,

and blended learning (University of the Philippines - College of Education, 2020).

Meanwhile, Cagayan State University is applying the Flexible Learning Scheme

accordingly to assure that students are still provided with the best education experience possible

despite the pandemic. The University have considered different ways of instruction by
coordinating with radio stations as a possible alternative to provide a wider range of reach in

delivering lectures. Modular copies were distributed to students who do not have access to internet

connection. The teachers adjusted their modules to become mobile user friendly. President

Alvarado she encouraged students to be more patient and understanding on the new adjustments

that the University is undergoing in the new normal. (Office of the University President official

Facebook page, 2020).

Knowledge of Faculty Members Towards Flexible Learning

Several studies have dealt on the perception and level of confidence of teachers towards

flexible learning options but there is no existing literature that probed teachers’ knowledge on

flexible learning. For instance, Moralista & Oducado (2020) examined the perception regarding

online education among faculty in a state-funded college in the Philippines before the opening of

classes during the COVID-19 pandemic. Their study concluded that faculty members were

generally unsure if they are in favor of online education because of the uncertainties during the

transition. The ambivalent attitude of faculty members may possibly be due to the fact that they

are left with less options as they have to adopt the new normal of education. Even among faculty

members in a leading university in online and distance education in the country, it is a fairly

common problem that they resist and are indifferent to technology integration (Arinto, 2016).

Meanwhile, to gauge teachers’ knowledge and confidence in using flexible learning

options amid the COVID-19 crisis, the Asia Foundation – Philippines conducted a survey. The

result of the survey shows that that teachers are “somewhat confident” to use the following flexible

learning options: Alternative Delivery Mode, Distance Learning, Homeschooling, Online

Learning, and Alternative Learning System (Manila Bulletin, 2020).

 Correspondingly, other researches claimed that faculty members have negative

impressions concerning online learning (Haidar, 2014; Willett [Link], 2019). Another study also

included institutional, interpersonal, training and technology, and cost/benefit analysis as barriers

to online education (Lloyd [Link], 2012). The findings of the foregoing researches suggest that

problems and challenges associated with online education must be addressed, and online courses

must be carefully planned and regulated. The undesirable preconceived notions about online

education commonly held by faculty members must be modified or corrected to improve their

views about teaching online and thereby potentially decrease their resistance to the adoption of

this mode of teaching (Felege & Olson, 2015).

Speaking from a pre-pandemic context, Goode [Link] (2017) have actually observed that

even though flexible teaching is not a new concept, educators were not able to cope with delivering

innovative and relevant learning experiences in their classrooms. Teachers' awareness of

acceptable instructional resources and pedagogies for flexible learning was found to be lacking in

the same study. This reflects the nature of teachers who are bound by traditional classroom

principles. Benade (2019) found the same issue in his study on the deployment of flexible learning

in New Zealand. He claims that schools, including teachers, are unaware of the importance of

admission standards in establishing flexible learning environments. According to Benade (2019),

teachers are severe in enforcing the admission rules set by school administration, resulting in a

shift away from flexible learning.

Similarly, according to Zalat et al. (2021), barely half of their survey respondents are aware

of the benefits of having more time flexibility when teaching online. They also stated that faculty

members believe that online learning takes time and can cause problems with student supervision.
 Comparably, because flexible learning is dependent on instructors' knowledge and skill

level in the use of digital teaching technologies, it is critical to document important studies and

literature to this purpose. In reality, the importance of technology in flexible learning cannot be

overstated. According to Pozo et al. (2021), teachers' abilities to use online communication tools

have a considerable impact on their students' learning outcomes.

Meanwhile, research by Winter et al. (2021) on teachers' use of technology during the

pandemic found that teachers utilize technology on a daily basis and are proficient in a wide range

of programs and applications. However, there are still a small number of people who lack

confidence, are fearful of using technology, and avoid doing so; as a result, they rated the teachers'

ability to use technology during the epidemic as average.

Lived Experiences of Faculty Members on Flexible Learning

Previous studies investigating shifts to online course delivery during crises have offered

lessons learned during these times. For instance, the Sloan Semester was an initiative that provided

continuity of learning following Hurricane Katrina in the US in which over one hundred

institutions provided courses for students in the affected region to maintain their studies.

Reflections from participating faculty revealed that the student-to-student interactions and class

dialogues in virtual learning environments created an opportunity for students to give and receive

emotional support to one another, which was important for student well-being as they dealt with

the aftermath of the disaster (Lorenzo, 2008).

Nozaleda and Agorilla (2019) studied the experiences of Filipino learners of distance

education. Their study found out that both students and teachers perceive distance education as an

avenue for self-improvement and a successful measure to provide quality education. Though based

on their individual experiences, they claimed that to become a successful distance education
learner, one must possess intrinsic motivation to finish the course. Their experiences highlighted

problems like telecommunication services in the country, standardization of the learning modules

and learning platforms, as well as appointing and hiring of qualified and trained teachers.

Although the increase in online learning opportunities makes it possible for tecahers and

students to access online courses, this rapid growth also brings quality problems (Ferguson, 2020;

Patterson & McFadden, 2009). Xu and Jaggars (2014) stated that teachers felt that it is more

difficult to be successful in online lessons than face-to-face lessons. When the existing research is

examined, it is seen that online learning environments are at least as effective as face-to-face

learning environments and although there are many benefits for both students and teachers, this

seems not the same for some disciplines like mathematics (Ferguson, 2020). In their qualitative

study on math teaching, Smith & Ferguson (2005) stated that teaching mathematics in e-learning

environments does not work very effectively. The results of their study revealed that there are real

difficulties in online math classes.

Furthermore, it was observed by Sengil Akar & Kurtoglu Erden (2021) that there are

factors that decrease the motivation of teachers in the distance education process. One teacher

stated that many teachers do not teach their lessons as the conduct of distance education process

is left to the discretion of the school administration and teachers, and that this has negative effects

on students, and that although he makes large amount of effort, the lack of unity in applications

decreases her motivation. This statement of the teacher shows that there are no specific and

common practices in distance education and some of the teachers do not perform their duties unless

an obligation is imposed.

Additionally, respondents to a survey of U.S. faculty and university administrators

conducted by Johnson et al. (2020) during the initial weeks of the pandemic for example, identified
resources and information to support students as the greatest need that faculty faced. In Canada, a

large-scale survey of members of the Canadian Association of University Teachers (CAUT, 2020)

and an institutional survey by the Dalhousie Faculty Association (2020) found that many faculty

were working extra hours to support students and transition courses to remote teaching,

experiencing higher levels of stress and anxiety and reporting significant negative impacts on their

research activities.

Meanwhile, resistance in various sectors complicates proactive online learning measures

in HEIs. As an example, student governments from different universities urged CHEd to cancel

online classes, claiming that "the differing circumstances of students across universities create an

unhealthy learning environment." The petitioners maintain that "access to the internet connection

and learning devices was always a privilege, and those who could not afford it suffered as a result."

In the Philippines, 45% of the country's citizens (46 million) and 74% of public schools (34,500)

lack internet access (Jones, 2019).

Furthermore, Bagayas (2020) reported that adding more workload for the students

increases their burden and contradicts the purpose of the lockdown, which is to help their families

prepare and adjust to the situation at hand. Also, he revealed that there is an issue about the “lack

of environments conducive to learning at home and the effectiveness of the online lectures”.

As a result of all the issues and problems in online learning, Nemenzo (2020) observed that

universities have become flexible in their operations mainly because of these situations: (i)

emergency concerns as caring for our families and for ourselves comes first, (ii) unequal access to

personal computers and the internet exists among our community, and (iii) the shift to online

classes has also not been smooth for our faculty, who have had to learn new skills and revise their

syllabi overnight.
 The other concerns, however, have already been noted by Gamage et al. (2020) who

claimed that students must first consider social integration and peer culture when devising a digital

learning environment. Considering that there is little human interaction in the learning process,

students learn less in these types of learning environments.

Additionally, online learning has issues as well, because it goes against how natural

teaching and learning are said to occur (Adnan and Anwar, 2020). Human interaction in the online

learning space and process appears troubling to both educators and learners alike. Significantly,

these experiences by students and faculty members in the new normal are deeply rooted from the

structures that surround them. One of the reasons for this is that the Philippines does not have a

national policy dealing directly with online platforms such as Massive Open Online Courses

(MOOCs), Open Distance e-learning (ODel), and Open Educational Resources (OERs). While

there are laws, like the Open Distance Learning Act (Sixteenth Philippine Congress, 2014), which

provide legal bases for funding such platforms, they are not enough as “some national policies will

have to be put in place to sustain the growth” of these online platforms (Bandalaria, 2019).

Training needs of Faculty members in Flexible Learning

The ability to use technology to teach learners at distance has been especially important in

times of emergency, such as natural disasters (Joshi et al., 2018; Rush et al., 2016) and extreme

violence (Ramadan, 2017). Yet, while the use of technology for in-person, distance, and remote

teaching has been happening since the early 1980’s (U.S. Department of Education, 1996), the

widespread closing of schools due to the 2020 COVID-19 outbreak seemed to shock the

educational community, with many teachers scrambling to figure out how to shift their pedagogy

to “emergency remote teaching” (Hodges et al., 2020).

 Training is vital in helping teachers to empower themselves. Because teachers require

continuous training, they must also invest in themselves and their skills by utilizing technology-

oriented platforms. According to Moralista & Oducado (2020), resources and technology

infrastructure are required to support online education. In their study, majority of teachers felt they

had an intermediate skill level with using computers. In the local context, they claimed that there

is still a need to improve and enhance their level of competence in certain skills like using complex

ICT tools. Such was affirmed by Frazer [Link] (2017) who also stated that HEIs are challenged to

retool and train their faculty before the start of classes to use e-learning, virtual education, or

flexible learning environments.

Teachers act as students‟ guide who honestly shows them the most reliable sources of

information as well as the right way to self-education. In this sense, according to Al-Din Nasr

(2017), the professional development of teachers provides a greater part of the solution to many

educational issues as teachers directly influence the academic performance and achievement of

their students. Burke [Link] (2006) as cited in Aaronson, Lisa & William (2017), stressed that a

teacher is considered the most crucial factor in implementing all instructional reforms at the

grassroots level.

E-learning is also tied to teachers' views of computer use. More than 80% of teachers in

Du's study lacked training in online education. In the Philippines, online education is not the norm

and may not be the preferred choice of delivery of instruction (Cuaton, 2020). However, in order

to accommodate the recent changes in the educational landscape, faculty members must be

competent in their role and acquire the necessary skills in online learning. This will facilitate

student learning and positively impact student outcomes (Frazer [Link], 2017).
 From a local context, Dizon [Link] (2021) recommended that in the training plan/program

for Learning Delivery Modalities, Department Heads, School Heads/Principals, Supervisors, and

Education Specialist/Curriculum Planners of the Division of Zambales may consider the conduct

of seminars, workshops, in-service trainings and learning action cells (LACs) sessions on the

following themes or key areas: (a) blended learning design such as station rotation model, flex

model, flipped classroom, self-blended model and enhanced virtual model; (b) teachers‟ classroom

preparation for blended learning; (c) efficient and effective utilization of flexible learning through

synchronous and asynchronous sessions; and (d) digital literacy for an improved teaching methods.

In a case study investigating resilience with e-learning in response to the 2011 earthquakes

in New Zealand, Ayebi-Arthur (2017) discussed the importance of supporting faculty, noting that

the availability of the selected technologies and their ease of use positively influenced the use of

e-learning tools. Tull et al. (2017) described effective professional development practices that

emerged following the New Zealand earthquakes, particularly shifting from a reliance on face-to-

face training and one-on-one support to online communities of practice. Similarly, Czerniewicz et

al. (2019), in their study of the move to online and blended learning during student protests and

university shutdowns in South Africa, noted the importance of maintaining an awareness of student

inequities when determining how to shift learning online.

Meanwhile, the Handbook on Facilitating Flexible Learning during Educational Disruption

by Huang et al. (2020) discussed practices to maintain undisrupted learning during COVID-19.

They noted that top-level departments of the government collaborated with each other and then

coordinated with regional government agents, colleges, schools, and enterprises to ensure a reliable

network infrastructure which aided each other in quickly deploying communication networks

(internet servers, etc.) that can handle millions of users during this COVID-19 situation. Moreover,
there were also efforts in discussing learning aids as professional training and immediate assistance

for instructors, learners, and parents to guide them on how to use digital tools and platforms for an

effective online learning experience provided by experts, schools, and governments at different

levels. Notably, there was also a collaboration between the government and special education

specialists in adapting several learning materials to the needs of learners with disabilities (e.g.,

mental retardation) to cater their specific learning needs during the COVID-19 situation.

From these practices and experiences, Huang et al. (2020) identified core elements of

effective online education in emergencies where training designs can be derived:

• Highly dependable network infrastructure is critical for the smooth online learning

experience, regardless of the number of students, when supporting synchronous online

teaching using video conferencing, using interactive learning resources (videos, games,

etc.), and collaborating with peers on social platforms.

• Using friendly learning tools benefits learners in finding and processing information,

constructing knowledge, collaborating with peers, and communicating understanding.

Additionally, instructors should avoid inundating learners and parents with requests to use

numerous applications and platforms. In this context, schools should all use common

learning tools or platforms.

• Offering online video micro-courses, e-books, simulations, animations, quizzes, and

games. Selecting digital learning resources should include license, accuracy, interactivity,

adaptability, cultural relevance, and sensitivity.

• Applying effective learning methods can be used individually or in groups. When

practicing online, use social networks like Facebook to increase human interactions, and

use them to help address the possibility of learners feeling lonely or helpless.
 • Adopting a range of teaching strategies such as case studies, open debate, and discussions

among learners, is an effective method for organizing instruction.

• Instant support services for teachers and learners on urgent policies; effective learning

technologies, tools, and resources; collaboration between the government, schools,

enterprises, families, and society

Synthesis

In the presented analysis of relevant literature and studies, the constructs of the present

research, implementation, lived experiences, and training needs in flexible learning, are

comprehensively and intensively addressed. Undeniably, there are scarce resources related to the

said topics. It is only in this time of pandemic that researchers across the world have gained

attention in studying various aspects of new normal education.

From the related literature and studies, flexible learning evolved from “distance education”

which was developed to address the need for unconventional learning opportunities in many

societies. However, flexible learning has become more defined and separated from its counterparts

when many universities started using this approach in education. Flexible learning involves a

combination of digital and non-digital technology, which does not necessarily require being

connected to the internet. It ensures the continuity of inclusive and accessible education when the

use of traditional modes of teaching is not feasible, as in the occurrence of national emergencies.

Furthermore, the preceding literature describes how flexible learning has been

implemented in other universities. They combine both online (synchronous and asynchronous) and

offline strategies to ensure accessibility and flexibility in learning. Others have considered

different ways of instruction by coordinating with radio stations as a possible alternative to provide
a wider range of reach in delivering lectures. But notably, the development of online learning

managements systems has become staple in higher education institutions.

Meanwhile, the knowledge of teachers towards flexible learning is a huge factor in the

successful implementation of flexible learning. The findings of the researchers suggest that

problems and challenges associated with online education must be addressed, and online courses

must be carefully planned and regulated. The undesirable preconceived notions about online

education commonly held by faculty members must be modified or corrected to improve the views

of faculty about teaching online and thereby potentially decrease their resistance to the adoption

of online education.

Additionally, the lived experiences of faculty members and students are necessary in

creating a clearer picture of flexible learning in higher learning institutions. Similar studies have

shown that to the learners and teachers, flexible learning means more freedom of access, and

thereby a wider range of opportunities for learning and qualification. However, there are barriers

that should be addressed which include not only geo-graphical distance but also other confining

circumstances, such as personal constraints, cultural and social barriers, and lack of educational

infrastructure.

Ultimately, the studies and literature explicitly imply that faculty members in higher

education have to undergo further education through trainings, short courses, and seminars in

several aspects of flexible learning. From the literature, these educational programs should focus

on (a) establishing dependable hard and soft infrastructure critical for the smooth online learning

experience; (b) educational technologies in flexible learning; (c) inclusive teaching strategies,

assessment tools, as well as curriculum development; and (d) building partnership with

stakeholders.