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Shandell Houlden George Veletsianos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1005-1018
Flexible approaches to online learning are gaining renewed interest in some part due to their capacity to address emergent opportunities and concerns facing higher education. Importantly, flexible approaches to online learning are purported to be democratizing and liberatory, broadening access to higher education and enabling learners to participate in educational endeavours at “anytime” from “anyplace.” In this paper, we critique such narratives by showing that flexibility is neither universal nor neutral. Using critical theory, we demonstrate how flexibility assumes imagined autonomous learners that are self-reliant and individualistic. Through relevant examples, we show how such a framing to flexibility is oppressive, and argue that a contextual, relative and relational understanding of flexibility may in fact be more liberatory. Such an approach to flexibility, for example, may involve contextual and relational efforts to relax prescribed curricula within courses or programmes of study. 相似文献
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ABSTRACTIn this paper, we report the major themes we identified in the literature surrounding flexible learning that has been published in Distance Education over the last 40 years. We identified six themes: the qualities of flexibility as affording “anytime, anyplace” learning; flexibility as pedagogy; liberatory or service-oriented aspects of flexibility; limitations of flexibility, especially in terms of technology, the constraints of time and space, as well as cultural differences; flexibility as a quality needed by instructors and instructional designers themselves; and critiques of flexibility as a concept. These themes suggest a complex understanding of flexibility, and one that could support future teaching and scholarly endeavours. 相似文献
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