Flexible Learning
What is Flexible Learning?
UTS describes flexible learning as the name given to a variety of teaching, learning and administrative practices which meet the needs of a diverse student population in the contemporary social context.
Flexible learning is increasingly supported by mixed modes of access to learning opportunities. Common modes at UTS includes combinations of weekly or intensive face-to-face classes with e-learning and/or print-based self-managed learning materials.
'Flexible learning' means different things to different people. Some examples of the strategies people use to make learning more flexible are:
- allowing students and teachers to negotiate the goals, content or assessment of learning programs
- broadening the admission criteria of learning programs
- making administration procedures more flexible
- emphasising the education of graduates who are proactive, creative and flexible thinkers
- using new technologies to make the time and location of learning more flexible
Approaches to flexible learning
Adopting flexible learning strategies is about maximising opportunities for students to learn effectively and in ways that are appropriate for individual needs. It does not necessarily mean adopting new or different teaching and learning practices, but rather considering what is most appropriate for encouraging student learning in a particular context or set of conditions.
Practices which support more flexible teaching and learning can be separated into a number of different areas or strategies. Click on the links below to find out more about each approach, how it's being used in the different UTS faculties, and where to go for help if you want to use the strategy yourself.
You can also read about the indicators teaching staff use to judge the success of using flexible learning strategies in their projects.
Flexibility of access
This approach includes flexibility of entry and exit to courses, recognition of prior learning and non-traditional educational backgrounds, and giving students choice between study modes.
Flexibility of participation
This approach includes the provision of a range of learning interactions, eg. face-to-face, or asynchronous communication between students, or between staff and students.
Flexibility of contentThis approach includes students negotiating the content of their own learning programs, and flexibility of learning content itself, eg. studying subjects from different faculties or institutions.
Flexibility of teaching and learning methodsThis approach includes the provision of individualised learning, course structures that encourage independent learning, and giving students an active role in determining how they learn.
ResponsivenessThis approach includes good teaching practices that ensure students receive the support they need, and teachers maximise the benefits for students of flexible learning.
Flexibility of assessmentThis approach includes flexibility of assessment procedures and approaches, eg. learning contracts, self-assessment, student-negotiated assessment, competency-based assessment.
Resources
This approach includes providing students with self-instructional materials, and access to information technologies, internet, telnet, libraries and other resources.
Developing self-managed learning materials
A standard template is available to help you to create self-managed learning guides or reading packs for students. Download a copy from the UTS self-managed learning materials page. The site also has tips for creating learning materials and information on printing and production options.
Support for learning about flexible learning options
If you'd like to discuss ideas or seek advice on flexible learning options, please contact your IML faculty liaison person.