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Journal articles on the topic 'Flexible Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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1

Evans, David W., and Penelope J. Hood. "Flexible Learning." Management in Education 11, no. 4 (September 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 (September 6, 2011): 712–22. http://dx.doi.org/10.1108/00242531111166728.

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3

Bhoite, Dr Sudhakar D. "E-Learning: the Technology Enhanced Learning (TEL) Makes Learning Easier And Flexible." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 84–85. http://dx.doi.org/10.15373/22778179/sep2013/29.

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Hill, Janette R. "Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning." Innovative Higher Education 31, no. 3 (September 1, 2006): 187–97. http://dx.doi.org/10.1007/s10755-006-9016-6.

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Talosa, Arlene D., Billy S. Javier, and Estela L. Dirain. "flexible-learning journey." Linguistics and Culture Review 5, S3 (October 23, 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 digital or technological self-efficacy are the two themes found as a learning opportunity with the current learning modality. Personal, Technological, Communication, Home Environment, and Teacher-related are the overarching themes that emerged as influencing factors. The findings of this study have generated several implications for teaching practice, technology experts, and other stakeholders that must be considered very seriously as they represent the opinion of the users of flexible learning.
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Richmond, Terry. "Making Learning Flexible." British Journal of Special Education 20, no. 1 (May 31, 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 (June 30, 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 (January 1997): 100–111. http://dx.doi.org/10.1080/0158037970190202.

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Lewis, R. "Flexible and Distance Learning." Journal of Computer Assisted Learning 9, no. 2 (June 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 (December 24, 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-lated to flexible learning uses internet. Indeed flexible learning is a struggle to many students. The study made use of mixed method as its research design. After considering several literature about flexible learning, a survey questionnaire was drafted and eventual-ly validated by experts prior to its distribution to the respondents via google form. The data gathered for the quantitative part were treated using weighted mean and a 5 point Likert Scale was used. A corresponding verbal interpretation of 5 Always, 4 Often, 3 Sometimes, 2 Seldom and -1 Never was also used. Weighted mean was used to treat gathered data. Likewise, an unstructured inter-view about the challenges encountered in flexible learning was also conducted through online via conferencing platforms Qualita-tive data gathered from interviews were treated using thematic analysis. Result of the study will serve as basis to an intervention program to address concerns on flexible learning.
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Harry, Keith. "Flexible and distance learning." Computers & Education 22, no. 4 (May 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 (January 2000): 54–60. http://dx.doi.org/10.1080/136014400410105.

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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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Moodie, Erica E. M., Nema Dean, and Yue Ru Sun. "Q-Learning: Flexible Learning About Useful Utilities." Statistics in Biosciences 6, no. 2 (September 12, 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 (January 2001): 177–91. http://dx.doi.org/10.1080/00048623.2001.10755158.

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16

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 can be understood as a ‘tool’ to enable children to experience authorship of their own learning. The paper draws on participatory action research with primary and secondary schools in England in which the built environment and placemaking were explored as a means to support learning. Through examples, it is argued that once children are enabled to experience their learning environment as ‘flexible’, by changing it themselves, they are better able to self-direct their learning. Findings show that flexible learning space is encouraged when children and teachers experience together how their environment can support their learning needs. Once established, it is an environment that is constantly changing according to the needs of individuals and groups. The paper concludes that flexibility, at the congruence of spatial design and learning, can only be attained once children feel trusted to shape their environment within an enabling school culture.
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17

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 (October 1, 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 proved clearly visible differences in the two approaches, as neither numerous world-recognized researches did. Despite this, authors are persuaded that research activities in this field should go on, paying deeper attention to learners’ personal characteristics and other activities within the learning process.
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18

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

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19

Cook, Kerry. "Your flexible friend: e-learning." Nursing Standard 22, no. 39 (June 4, 2008): 62–63. http://dx.doi.org/10.7748/ns.22.39.62.s48.

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20

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

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21

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

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22

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

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23

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

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24

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

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25

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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26

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

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27

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

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28

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

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29

Riele, Kitty Te, Vicky Plows, and Dorothy Bottrell. "Interest, learning, and belonging in flexible learning programmes." International Journal on School Disaffection 12, no. 1 (May 23, 2016): 45–63. http://dx.doi.org/10.18546/ijsd.12.1.03.

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30

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

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31

Hermans, Henry, José Janssen, Hubert Vogten, and Rob Koper. "Flexible Provisioning Adult Learners." JUCS - Journal of Universal Computer Science 21, no. (2) (February 1, 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, when, and how. Rather than implementing provisioning rules directly in the software applications that make up the online delivery environment, we propose a model for an educational provisioning system (EPS) that allows for highly flexible provisioning and reduces the workload drastically. This system is responsible for both expressing and processing provisioning rules that meet the demands of new (online) course models. It supports the use of so-called course access levels that enable to address and provision various learning target groups separately by means of a single course. For reasons of efficiency we suggest an architecture in which the EPS is loosely coupled to the applications in the teaching and learning environment. A first EPS implementation at the Open University of the Netherlands is presented and discussed.
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32

Agudelo, Olga Lucía, and Jesus Salinas Ibáñez. "Flexible Learning Itineraries Based on Conceptual Maps." Journal of New Approaches in Educational Research 4, no. 2 (July 15, 2015): 70–76. http://dx.doi.org/10.7821/naer.2015.7.130.

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33

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 (September 15, 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 academic situation. Hence, the ultimate objective of this study was to evaluate whether flexible learning helps to promote the continuous delivery of education or not in teaching the course GE-MMW (Mathematics in the Modern World) in BSBA(Bachelor of Science in Business Administration) students of Surigao Del Sur State University, Tandag City, Philippines. The researcher used an interview method and prepared a flexible learning schedule as part of the data collection process. The researcher then gathered all the information and provided a thorough analysis. The results then show that the engagement of flexible learning as a new learning design helps in the teaching and learning process.
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34

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 (April 11, 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 layers of the local model when using the Sharpness-Aware Minimization (SAM) optimizer. Then, we design a metric, perturbation sensitivity, to estimate the layer-wise sharpness of each local model. Based on this metric, FedFSA can flexibly select the layers with the highest sharpness to employ larger perturbation. Extensive experiments are conducted on four datasets with two types of statistical heterogeneity for image classification. The results show that FedFSA outperforms seven state-of-the-art baselines by up to 8.26% in test accuracy. Besides, FedFSA can be applied to different model architectures and easily integrated into other federated learning methods, achieving a 4.45% improvement.
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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 (December 1, 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 on the learning effectiveness of FLEX. Students’ perceptions of the new study format FLEX were found to be positive. In addition, the final test results of students in the FLEX programme were similar to those of other students, despite classroom learning time was reduced by about half.
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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 (February 1, 2016): 266–78. http://dx.doi.org/10.1109/tpami.2015.2452911.

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

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38

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 (January 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 activity plan stating a sequence of activities (e.g., home-work-shop-home), including locations and times, needs to be found. Activities at different locations generate demand for transportation. Activity generation can be modeled as an RLP with the states given by the triple (type of activity, starting time of activity, time already spent at activity). The possible actions are either to stay at a given activity or to move to another activity. Rewards are given as “utility per time slice,” which corresponds to a coarse version of marginal utility. Q-learning has the property that, by repeating similar experiences over and over again, the agent looks forward in time; that is, the agent can also go on paths through state space in which high rewards are given only at the end. This paper presents computational results with such an algorithm for daily activity planning.
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39

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 (October 21, 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 Department of Education, focusing on the Quarter 1 lessons. These materials were designed to target key skills, including comprehension, computation, vocabulary, and the recognition of mathematical symbols. The research employed a quantitative methodology, specifically a quasi-experimental design. The findings revealed that students in the experimental group, who were exposed to the blended learning modality using the flexible learning materials created by the researcher, showed significant growth in their problem-solving abilities and overall mathematical competence. In contrast, students in the control group, who continued with conventional learning methods, demonstrated little to no improvement. The results highlight that learner engaged in the blended learning modality outperformed their peers, scoring considerably higher than those taught through traditional methods. Overall, the flexible learning modality proved to have a highly positive impact on students’ mathematical skills, promoting adaptability and resilience in problem-solving.
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40

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 (August 24, 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 system is developed and hosted on the web using BigBlueButton plug-in on Modular Object Oriented Dynamic Learning Environment Platform, Hyper Text Markup Language as the front end, PHP as the server side-programming tool, Apache as the middleware and MySQL database as the backend.  The system provides real-time interactive learning environment with the collaboration of teacher and students in a single portal anytime and anywhere.  Flexible Skills Development (FSD) strengthens capacity to harness the potential of Information and Communication Technology in flexible and blended approaches to provide effective technical and vocational education and training.
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41

John, Harold Flores Cruz. "Working students' academic performance on flexible learning." World Journal of Advanced Research and Reviews 24, no. 2 (November 30, 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-respondents affirmed that their self-disciplined was developed in self-regulated learning in this time of flexible learning and they believed that they get to save money from transportation and be able to use it for other school-related dues. Also, significant differences existed between the respondents’ gender, task performance, and general weighted average. Further analysis revealed that highly significant differences existed between the respondents’ track, year level, and general weighted average. Findings also disclosed that no significant differences were found among the respondents’ academic performance, sibling position and hours worked per week. Hence, highly significant differences were revealed between the respondents’ strand, monthly family income, and general weighted average.
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42

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

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43

Burgess, Marion, and Matthew Stead. "Flexible learning program for acoustic consultants." Journal of the Acoustical Society of America 151, no. 3 (March 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 upskilling of new staff, but such courses may not be offered at times or locations that suit the company recruitment program. To overcome the demonstrated need for supplementary education programs in acoustics, the Australasian Association for Acoustical Consultants worked with the University of New South Wales to develop a fully flexible distance learning program, loosely based on the United Kingdom Institute of Acoustics Diploma program. The development, implementation, and experiences from over a decade of offering this program are discussed in this paper.
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44

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

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45

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 (September 2002): 203–15. http://dx.doi.org/10.1080/0268051022000048219.

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46

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

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47

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

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48

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

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49

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 (June 24, 2015): 453–54. http://dx.doi.org/10.1145/2796314.2745889.

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50

Guest, Ross. "Will Flexible Learning Raise Student Achievement?" Education Economics 13, no. 3 (September 2005): 287–97. http://dx.doi.org/10.1080/09645290500073761.

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