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Thematische Bibliographien / Flexible Learning / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Flexible Learning“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Evans, David W., and Penelope J. Hood. "Flexible Learning." Management in Education 11, no. 4 (1997): 24–25. http://dx.doi.org/10.1177/089202069701100412.

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2

Irvine, Jan, and Amanda Cossham. "Flexible learning." Library Review 60, no. 8 (2011): 712–22. http://dx.doi.org/10.1108/00242531111166728.

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3

Hill, Janette R. "Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning." Innovative Higher Education 31, no. 3 (2006): 187–97. http://dx.doi.org/10.1007/s10755-006-9016-6.

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4

Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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5

Talosa, Arlene D., Billy S. Javier, and Estela L. Dirain. "flexible-learning journey." Linguistics and Culture Review 5, S3 (2021): 422–34. http://dx.doi.org/10.21744/lingcure.v5ns3.1590.

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Philippine higher education has been driven by the urgency of alternative learning modalities from traditional to flexible teaching and learning. Much research has already been embarked on flexible learning. New to the platform, this study purports to document and describe the learning opportunities and influencing factors on the self-efficacy of students in a flexible learning set-up. Using In-depth individual interviews as its method, the qualitative study was administered to higher education students who consented to take part in the study. Findings revealed that self-regulated learning and

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6

Richmond, Terry. "Making Learning Flexible." British Journal of Special Education 20, no. 1 (2007): 20–23. http://dx.doi.org/10.1111/j.1467-8578.1993.tb00023.x.

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7

Cendon, Eva, Ülle Kesli, and Kevin Orr. "University Lifelong Learning as flexible learning." European Journal of University Lifelong Learning 7, no. 1 (2023): 1–6. http://dx.doi.org/10.53807/0701f9s8.

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8

Nicoll, Katherine. "‘Flexible learning'—unsettling practices." Studies in Continuing Education 19, no. 2 (1997): 100–111. http://dx.doi.org/10.1080/0158037970190202.

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9

Lewis, R. "Flexible and Distance Learning." Journal of Computer Assisted Learning 9, no. 2 (1993): 127–28. http://dx.doi.org/10.1111/j.1365-2729.1993.tb00166.x.

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10

Espineda, Jovita E. "Exploring Flexible Learning Experiences." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 12 (2024): 4932–44. https://doi.org/10.11594/ijmaber.05.12.04.

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Flexible learning is a popular mode of learning in this 21st century since it allows flexibility in almost all aspects of the teaching and learning process. The study explored the flexible learning experi-ences of college students enrolled in the school year 2022-2023. The focus were in terms of internet connection, communication, conferencing platform, online teaching strategies, assessment of learning, student participation and submission of requirements. Results revealed that internet connection is a problem as they en-gaged in flexible learning modality since most of the activities re-late

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Harry, Keith. "Flexible and distance learning." Computers & Education 22, no. 4 (1994): 364–65. http://dx.doi.org/10.1016/0360-1315(94)90059-0.

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12

Murphy, David, Kym Fraser, and Len Webster. "'Wrestling with blancmange': A flexible flexible learning workshop." International Journal for Academic Development 5, no. 1 (2000): 54–60. http://dx.doi.org/10.1080/136014400410105.

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13

Martín-SanJosé, Juan-Fernando, M. Carmen Juan, José-A. Gil-Gómez, and Noemí Rando. "Flexible learning itinerary vs. linear learning itinerary." Science of Computer Programming 88 (August 2014): 3–21. http://dx.doi.org/10.1016/j.scico.2013.12.009.

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14

Moodie, Erica E. M., Nema Dean, and Yue Ru Sun. "Q-Learning: Flexible Learning About Useful Utilities." Statistics in Biosciences 6, no. 2 (2013): 223–43. http://dx.doi.org/10.1007/s12561-013-9103-z.

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15

Bridgland, Angela, and Patrick Blanchard. "Flexible Delivery/Flexible Learning…Does it Make a Difference?" Australian Academic & Research Libraries 32, no. 3 (2001): 177–91. http://dx.doi.org/10.1080/00048623.2001.10755158.

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16

Yaremchuk, Nataliya. "Flexible learning as a component of E-learning training of future primary school teachers." Visnyk of Lviv University. Series Pedagogics, no. 42 (May 30, 2025): 268–76. https://doi.org/10.30970/vpe.2025.42.13477.

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The study presents a multidimensional overview of the phenomenon of “flexible learning”, which conceptually corresponds to the global crisis conditions of our time. The definitional analysis offers various interpretation of the concept, viewed as an educational approach, didactic principle, form of learning organization of and the method of teaching. The semantic representation outlines the characteristic aspects, which are characterized by the denial of rigidity, independent search for optimal solutions and the ways of solving, flexible transition to other environments, adaptation to changes,

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17

Parnell, Rosie, and Lisa Procter. "Flexibility and placemaking for autonomy in learning." Educational and Child Psychology 28, no. 1 (2011): 77–88. http://dx.doi.org/10.53841/bpsecp.2011.28.1.77.

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Flexibility is a key aspiration of contemporary government guidance on school design. Used liberally, the term provides a convenient site for the meeting of educational approach (think flexible, personalised learning, timetabling, groupings) and spatial design (non-bounded, open space, moveable elements, independent structure and services). However, this meeting seems to pose a challenge. As Building Bulletin 95 puts it: ‘…the most flexibly designed spaces can only work if building users have a flexible attitude.’ Framing flexibility in the discourse of autonomy, this paper contends that it ca

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Šimonová, Ivana, Petra Poulová, and Kateřina Kostolányová. "Flexible Hybrid Learning: Comparison of Two Approaches and Learning Results." International Journal of Information and Communication Technologies in Education 5, no. 2 (2016): 29–50. http://dx.doi.org/10.1515/ijicte-2016-0007.

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Abstract Hybrid learning has become a widely exploited approach within the ICT-enhanced instruction. Making it flexible to students’ individual needs and preferences was the problem solved in various ways at Czech higher education institutions. In the paper two approaches to adapting the learning process to learner’s individual preferences are described comparing two different models of flexible hybrid learning. These models were exploited in educational practice and pedagogical experiments comparing learners’ knowledge in flexible and non-flexible learning were conducted. The results did not

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19

Saul, Rosemary, Winnie Wade, Keith Hodgkinson, Alison Smith, and John Arfield. "Flexible Learning in Higher Education." British Journal of Educational Studies 44, no. 1 (1996): 129. http://dx.doi.org/10.2307/3121722.

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20

Cook, Kerry. "Your flexible friend: e-learning." Nursing Standard 22, no. 39 (2008): 62–63. http://dx.doi.org/10.7748/ns.22.39.62.s48.

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21

Edwards, Richard, and Julia Clarke. "Flexible Learning, Spatiality and Identity." Studies in Continuing Education 24, no. 2 (2002): 153–65. http://dx.doi.org/10.1080/0158037022000020965.

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22

Kirkpatrick, Denise. "Staff development for flexible learning." International Journal for Academic Development 6, no. 2 (2001): 168–76. http://dx.doi.org/10.1080/713769268.

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23

Baggaley, Jon. "Flexible learning: a Luddite view." Distance Education 32, no. 3 (2011): 457–62. http://dx.doi.org/10.1080/01587919.2011.610294.

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24

Smith, Peter J. "Workplace Learning and Flexible Delivery." Review of Educational Research 73, no. 1 (2003): 53–88. http://dx.doi.org/10.3102/00346543073001053.

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25

Petrie, Moira. "Flexible Learning and Mathematics Support." MSOR Connections 11, no. 1 (2011): 46–47. http://dx.doi.org/10.11120/msor.2011.11010046.

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26

Brooks, Christopher, and Gord McCalla. "Towards flexible learning object metadata." International Journal of Continuing Engineering Education and Life-Long Learning 16, no. 1/2 (2006): 50. http://dx.doi.org/10.1504/ijceell.2006.008917.

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27

McCain, Roger A. "Flexible Learning of Optimal Strategies." IFAC Proceedings Volumes 34, no. 20 (2001): 413–18. http://dx.doi.org/10.1016/s1474-6670(17)33100-2.

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28

Sutton, Alan. "NTETs, GNVQs and flexible learning." Curriculum Journal 5, no. 3 (1994): 337–53. http://dx.doi.org/10.1080/0958517940050306.

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29

O'Hagan, Chris. "Custom Videos for Flexible Learning." Innovations in Education and Training International 32, no. 2 (1995): 131–38. http://dx.doi.org/10.1080/1355800950320207.

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30

Hermans, Henry, José Janssen, Hubert Vogten, and Rob Koper. "Flexible Provisioning Adult Learners." JUCS - Journal of Universal Computer Science 21, no. (2) (2015): 206–22. https://doi.org/10.3217/jucs-021-02-0206.

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In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more flexible online course solutions using ICT. An important downside of this trend is an increasingly complex logistic process that is very difficult to manage, in particular with respect to the provisioning process: which teaching and learning services and facilities should be made available, to whom, wh

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Riele, Kitty Te, Vicky Plows, and Dorothy Bottrell. "Interest, learning, and belonging in flexible learning programmes." International Journal on School Disaffection 12, no. 1 (2016): 45–63. http://dx.doi.org/10.18546/ijsd.12.1.03.

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32

Siemens, George. "Learning analytics and open, flexible, and distance learning." Distance Education 40, no. 3 (2019): 414–18. http://dx.doi.org/10.1080/01587919.2019.1656153.

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33

Agudelo, Olga Lucía, and Jesus Salinas Ibáñez. "Flexible Learning Itineraries Based on Conceptual Maps." Journal of New Approaches in Educational Research 4, no. 2 (2015): 70–76. http://dx.doi.org/10.7821/naer.2015.7.130.

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34

Pelayo, Ezekiel O., and Leizl O. Pelayo. "Flexible Learning: A New Learning Design in this Time of COVID-19 Pandemic." Volume 4 - 2019, Issue 9 - September 4, no. 9 (2020): 76–79. http://dx.doi.org/10.38124/ijisrt20sep078.

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Learning has tremendously taken place, and consideration in all academic institutions, for it stipulates knowledge, behavior, skills, values, or preferences and may involve analyzing different types of information. In particular, flexible learning provides learners with privilege and choices about where, when, and how learning occurs. In this time of the pandemic, the quality of education must be given prioritization; its transfer must always be given importance despite the barriers and hindrances. With this, flexible learning has shown us a broad-brimmed view that it will relieve the current

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35

Xing, Xinda, Qiugang Zhan, Xiurui Xie, Yuning Yang, Qiang Wang, and Guisong Liu. "Flexible Sharpness-Aware Personalized Federated Learning." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 20 (2025): 21707–15. https://doi.org/10.1609/aaai.v39i20.35475.

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Personalized federated learning (PFL) is a new paradigm to address the statistical heterogeneity problem in federated learning. Most existing PFL methods focus on leveraging global and local information such as model interpolation or parameter decoupling. However, these methods often overlook the generalization potential during local client learning. From a local optimization perspective, we propose a simple and general PFL method, Federated learning with Flexible Sharpness-Aware Minimization (FedFSA). Specifically, we emphasize the importance of applying a larger perturbation to critical laye

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Müller, Claude, Michael Stahl, Mark Alder, and Maximilian Müller. "Learning Effectiveness and Students’ Perceptions in A Flexible Learning Course." European Journal of Open, Distance and E-Learning 21, no. 2 (2018): 44–52. http://dx.doi.org/10.2478/eurodl-2018-0006.

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Abstract With flexible learning, students gain access and flexibility with regard to at least one of the following dimensions: time, place, pace, learning style, content, assessment or learning path. Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study format called FLEX, a blended learning design allowing students to be more flexible as to when and where they study. It reduces classroom learning time, replacing some of it with an e-learning environment for self-study that includes instructional videos. In a pilot phase, we conducted a semi-experimental study

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Palma, Aldyn, and Jr. Reynaldo Dalaya. "Effect of Flexible Learning Modalities on the Mathematical Skills of Grade 10 Students." Psychology and Education: A Multidisciplinary Journal 26, no. 10 (2024): 1106–21. https://doi.org/10.5281/zenodo.13971328.

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The flexible learning modality empowers both learners and teachers to adjust to a variety of learning styles, preferences, and circumstances. This approach acknowledges the diverse needs of students, offering a range of alternatives beyond the traditional, one-size-fits-all educational model. In this study, a flexible learning material was designed as a strategic innovation to enhance the mathematical skills of Grade 10 students at Esperanza National High School for the school year 2022-2023. The primary tool used was adapted from the Grade 10 Mathematics Self-Learning Modules provided by the

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38

Ayeni, Ayokunle Olusola, and Fele Taiwo. "Design and Implementation of Virtual Learning Environment for Flexible Skills." Journal of Education and Social Development 4, no. 2 (2020): 1–6. https://doi.org/10.5281/zenodo.3996853.

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The world needs workers with more and better skills. Conventional apprenticeships and traditional methods of professional training are not providing enough skilled workers, so governments, industries and learning institutions are all using open distance learning and flexible learning to fill these gaps. Traditional methods of providing training therefore may not meet the current or projected demand for flexible skills development. The research objectives of this paper is to analyse, model and implement a real-time interactive virtual learning platform for flexible skills development. The syste

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Zhou, Qiang, and Qi Zhao. "Flexible Clustered Multi-Task Learning by Learning Representative Tasks." IEEE Transactions on Pattern Analysis and Machine Intelligence 38, no. 2 (2016): 266–78. http://dx.doi.org/10.1109/tpami.2015.2452911.

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40

Zhang, Jingjing, Daniel Burgos, and Shane Dawson. "Advancing open, flexible and distance learning through learning analytics." Distance Education 40, no. 3 (2019): 303–8. http://dx.doi.org/10.1080/01587919.2019.1656151.

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41

Charypar, David, and Kai Nagel. "Q-Learning for Flexible Learning of Daily Activity Plans." Transportation Research Record: Journal of the Transportation Research Board 1935, no. 1 (2005): 163–69. http://dx.doi.org/10.1177/0361198105193500119.

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Q-learning is a method from artificial intelligence to solve the reinforcement learning problem (RLP), defined as follows. An agent is faced with a set of states, S. For each state s there is a set of actions, A( s), that the agent can take and that takes the agent (deterministically or stochastically) to another state. For each state the agent receives a (possibly stochastic) reward. The task is to select actions such that the reward is maximized. Activity generation is for demand generation in the context of transportation simulation. For each member of a synthetic population, a daily activi

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42

John, Harold Flores Cruz. "Working students' academic performance on flexible learning." World Journal of Advanced Research and Reviews 24, no. 2 (2024): 2320–39. https://doi.org/10.5281/zenodo.15123525.

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The purpose of this study was to determine the working students’ academic performance on flexible learning. It looked into the relationship between the working students’ academic performance and flexible learning. It also explored the difference between the students’ academic performance and their profile. This explanatory-sequential study involved 166 working students of Baliwag Polytechnic College. Findings revealed that highly significant correlations were found between respondents’ perceptions on flexible learning and their academic performance. Further, student-res

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43

Forer, Pip, Margaret Goldstone, and Felix B. Tan. "Implementing Flexible Learning in GIS Education." Journal of Global Information Management 6, no. 1 (1998): 33–40. http://dx.doi.org/10.4018/jgim.1998010104.

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44

Burgess, Marion, and Matthew Stead. "Flexible learning program for acoustic consultants." Journal of the Acoustical Society of America 151, no. 3 (2022): 1672–75. http://dx.doi.org/10.1121/10.0009782.

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There is a demand around the world for professional staff to join acoustic consulting companies, and in Australasia this demand is increasing. The extent of acoustics covered in undergraduate programs varies greatly, and there is usually the need to provide additional learning opportunities for new employees. While larger companies may provide training in-house, there are times when they are not in a position to release the senior members to provide such training. By contrast, smaller companies generally do not have this option. Short courses or similar programs can provide the necessary upski

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Osborn, Jon. "Lifelong Learning: Flexible Delivery and CPD." Australian Surveyor 45, no. 2 (2000): 16–22. http://dx.doi.org/10.1080/00050354.2000.10558811.

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46

Latchem, Colin, and Donald E. Hanna. "Leadership for Open and Flexible Learning." Open Learning: The Journal of Open, Distance and e-Learning 17, no. 3 (2002): 203–15. http://dx.doi.org/10.1080/0268051022000048219.

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47

Collis, Betty, and Jef Moonen. "Flexible Learning in a Digital World." Open Learning: The Journal of Open, Distance and e-Learning 17, no. 3 (2002): 217–30. http://dx.doi.org/10.1080/0268051022000048228.

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48

Evans, Michael. "Flexible learning and modern language teaching." Language Learning Journal 8, no. 1 (1993): 17–21. http://dx.doi.org/10.1080/09571739385200301.

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49

Moss, Dennis. "School pupils' reactions to flexible learning." British Journal of Educational Technology 23, no. 1 (1992): 28–38. http://dx.doi.org/10.1111/j.1467-8535.1992.tb00307.x.

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50

Mirhoseini, Azalia, Ebrahim M. Songhori, Bita Darvish Rouhani, and Farinaz Koushanfar. "Flexible Transformations For Learning Big Data." ACM SIGMETRICS Performance Evaluation Review 43, no. 1 (2015): 453–54. http://dx.doi.org/10.1145/2796314.2745889.

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