Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices

Asil El Galad, Dean Harvey Betts, Nicole Campbell
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Abstract

Driven by the rise of recent technologies and long-standing interest in accommodating diverse student needs, the demand for flexibility in higher education has intensified. Moreover, the COVID-19 pandemic has intensified studies investigating online learning effects, reflecting shifting preferences and demands in education. Although prior research recognizes diverse flexibility practices, a narrow focus on instructional delivery limits its potential. Bridging this gap requires re-envisioning flexible learning by involving students, educators, and institutions in the transformation process. Therefore, this study aims to investigate and compare students’ and educators’ perspectives and experiences of five dimensions of flexibility (deadlines, modality, assessment type, grading and weighting, and course correspondence). The study involves a quantitative and qualitative survey, composed of Likert scale and open-ended questions. The survey respondents were students (N = 315) and educators (N = 100) at Western University across different years and programs. The quantitative component reveals a general alignment between student and educator preferences across flexibility dimensions. Noteworthy preferences include collaborative deadline setting, non-timed and take-home assessments, and more frequent, lower-weighted tasks. Students’ increased preference for hybrid learning, despite a general preference for in-person formats, underscores the value placed on flexibility and adaptability. Qualitative findings illuminate the broader implications of flexibility that can be organized into the following four themes: (1) flexibility humanizes teaching and learning, (2) flexibility recognizes diverse student populations, (3) flexibility provides broad accommodation and increases accessibility, and (4) flexibility can offer immediate relief but poses long-term consequences. In conclusion, this study emphasizes the multifaceted nature of flexibility in higher education, offering a nuanced understanding of the impact of flexibility on students, educators, and institutions, encouraging further exploration and evidence-based policy decisions. Beyond academia, the research suggests potential reshaping of the higher education landscape, positioning flexibility as a fundamental element to foster a more inclusive, supportive, and effective learning environment for both students and educators.
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高等教育中的灵活学习维度:调整学生和教育工作者的观点,促进全纳实践
在新技术兴起和长期以来人们对满足学生多样化需求的关注的推动下,高等教育对灵活性的需求不断加强。此外,COVID-19 的流行也加强了对在线学习效果的研究,反映了教育领域偏好和需求的变化。尽管先前的研究认可了多样化的灵活性实践,但对教学交付的狭隘关注限制了其潜力。要弥合这一差距,就必须让学生、教育工作者和机构参与到变革过程中来,重新认识灵活学习。因此,本研究旨在调查和比较学生和教育工作者对灵活性的五个方面(期限、方式、评估类型、评分和权重以及课程对应)的看法和体验。本研究涉及一项定量和定性调查,由李克特量表和开放式问题组成。调查对象为西部大学不同年级和课程的学生(N = 315)和教育工作者(N = 100)。定量部分显示,学生和教育工作者在灵活性方面的偏好基本一致。值得注意的偏好包括合作设定截止日期、不计时和带回家评估,以及更频繁、权重更低的任务。尽管学生普遍偏好面授形式,但他们对混合式学习的偏好却在增加,这凸显了灵活性和适应性的价值。定性研究结果揭示了灵活性的广泛影响,可归纳为以下四个主题:(1)灵活性使教与学人性化;(2)灵活性承认学生群体的多样性;(3)灵活性提供了广泛的适应性,增加了可及性;(4)灵活性可以提供即时的缓解,但会带来长期的后果。总之,本研究强调了灵活性在高等教育中的多面性,对灵活性对学生、教育工作者和院校的影响提供了细致入微的理解,鼓励人们进一步探索,做出以证据为基础的决策。除学术界外,本研究还提出了重塑高等教育格局的可能性,将灵活性定位为一个基本要素,为学生和教育工作者营造一个更具包容性、支持性和有效性的学习环境。
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