Skip to main content
SpringerLink
Log in

Distance and Flexible Learning in the Twenty-First Century

  • Living reference work entry
  • Latest version View entry history
  • First Online:
Second Handbook of Information Technology in Primary and Secondary Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

With the huge increase in Internet connectivity and mobility of learning devices, learning can now become much more flexible. In this chapter, we discuss how new technologies can afford personalized learning, and in particular, how curriculum flexibility is supported by the use of technologies. We frame curriculum flexibility in terms of what, how, where, and when learning takes place. Advances in curriculum flexibility are reviewed and the elements and dimensions of a flexible curriculum addressing learner diversities are discussed. Some of the issues and challenges of flexible and distance learning are also discussed in this chapter.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Aguirre-Molina, D., & Gras-Velázquez, Á. (2011). Scientix, the community for science education in Europe. In EDULEARN11 proceedings (pp. 4763–4768). IATED, Retrieved from http://files.eun.org/scientix/Gerard-and-Snellman-The-Scientix-portal-2011.pdf (Accessed 17 Apr 2017).

  • Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358. https://doi.org/10.1111/1467-8578.12177

    Article  Google Scholar 

  • Atkeson, S. (2014, September 23). Harvard-MIT partnership unveils new MOOCs for high schoolers. Education Week, 8.

    Google Scholar 

  • Barbour, M. K., Clark, T., DeBruler, K., & Bruno, J. A. (2016). Evaluation and approval constructs for online and blended courses and providers: A national overview. Journal of Applied Educational and Policy Research, 2(1), 32–47.

    Google Scholar 

  • Bergamin, P. B., Ziska, S., Werlen, E., & Siegenthaler, E. (2012). The relationship between flexible and self-regulated learning in open and distance universities. The International Review of Research in Open and Distributed Learning, 13(2), 101–123.

    Article  Google Scholar 

  • Bingham, A. J., Pane, J. F., Steiner, E. D., & Hamilton, L. S. (2016). Ahead of the curve: Implementation challenges in personalized learning school models. Educational Policy, 36, doi: https://doi.org/10.1177/0895904816637688

  • Booth, S. E. (2012). Cultivating knowledge sharing and trust in online communities for educators. Journal of Educational Computing Research, 47(1), 1–31.

    Article  Google Scholar 

  • Bray, B., & McClaskey, K. (2015). Make learning personal: The what, who, wow, where, and why. Thousand Oaks: Corwin.

    Google Scholar 

  • Campbell, R. J., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2007). Personalised learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135–154.

    Article  Google Scholar 

  • Carlsen, A., Holmberg, C., Neghina, C., & Owusu-Boampong, A. (2016). Closing the gap: Opportunities for distance education to benefit adult learners in higher education. Hamburg: UNESCO Institute for Lifelong Learning.

    Google Scholar 

  • Cheng, E. (2012). Knowledge strategies for enhancing school learning capacity. International Journal of Educational Management, 26(6), 577–592. https://doi.org/10.1108/09513541211251406.

    Google Scholar 

  • Cheong, K. (2013). Flexible learning: Dimensions and learner preferences. In Proceeding of the 27th annual conference of Asian Association of Open Universities (pp. 1–8). Islamabad: Allama Iqbal Open University.

    Google Scholar 

  • Collis, B. A., & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan Page Ltd..

    Google Scholar 

  • Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Retrieved from http://jime.open.ac.uk/articles/10.5334/2012-18.

  • de Jager, T. (2013). Guidelines to assist the implementation of differentiated learning activities in south African secondary schools. International Journal of Inclusive Education, 17(1), 80–94. https://doi.org/10.1080/13603116.2011.580465.

    Article  Google Scholar 

  • Dennen, V. P., Burner, K. J., & Cates, M. L. (in press). ICT and learning theories: Putting pedagogy into practice. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), International handbook of information technology in primary and secondary education (2nd ed.). Cham, Switzerland: Springer International Publishing.

    Google Scholar 

  • Dron, J., & Ardito, G. (in press). Open education resources, MOOCs, and online platforms for distance and flexible learning. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), International handbook of information technology in primary and secondary education (2nd ed.). Cham, Switzerland: Springer International Publishing.

    Google Scholar 

  • Granić, A., Mifsud, C., & Ćukušić, M. (2009). Design, implementation and validation of a Europe-wide pedagogical framework for e-learning. Computers & Education, 53(4), 1052–1081. https://doi.org/10.1016/j.compedu.2009.05.018.

    Article  Google Scholar 

  • Gras-Velázquez, À., Schwarzenbacher, B., Tasiopoulou, E., Debry, M., Bargoin, M., Kudenko, I., & Hernández, M. (2013). The Scientix observatory: Online communication channels with teachers and students – Benefits, problems and recommendations. In M. F. Paulsen & A. Szucs (Eds.), The joy of learning: Enhancing learning experience, improving learning quality (pp. 457–466). Oslo: EDEN.

    Google Scholar 

  • GSMA. (2015). Mobile economy. Retrieved from http://www.gsma.com/mobileeconomy/global/2015 (Accessed 27 April 2017).

  • Heemskerk, I., Volman, M., ten Dam, G., & Admiraal, W. (2011). Social scripts in educational technology and inclusiveness in classroom practice. Teachers and Teaching, 17(1), 35–50. https://doi.org/10.1080/13540602.2011.538495.

    Article  Google Scholar 

  • Internet World Stats (2017). Retrieved from http://www.internetworldstats.com (Accessed 27 April 2017).

  • Kahn, K., Sendova, E., Sacristán, A. I., & Noss, R. (2011). Young students exploring cardinality by constructing infinite processes. Technology, Knowledge and Learning, 16(1), 3–34.

    Google Scholar 

  • Kalay, Y. E. (2004). Virtual learning environments. Journal of Information Technology in Construction (ITcon), 9(13), 195–207.

    Google Scholar 

  • Lai, K. W. (2014). Online teaching and learning: A shift of cultural practices. In A. Maj (Ed.), Post-privacy culture: Gaining social power in cyber democracy (pp. 223–239). Oxford, UK: Inter-Disciplinary Press.

    Google Scholar 

  • Lai, K. W. (2017). Pedagogical practices of NetNZ teachers for supporting online distance learners. Distance Education. Advance online publication. doi: https://doi.org/10.1080/01587919.2017.1371830.

  • Lai, K. W. (in press). The learner and the learning process: Research and practice in technology-enhanced learning. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), International handbook of information technology in primary and secondary education (2nd ed.). Cham, Switzerland: Springer International Publishing.

    Google Scholar 

  • Lakkala, S., Uusiautti, S., & Maatta, K. (2016). How to make the neighbourhood school a school for all? Journal of Research in Special Educational Needs, 16(1), 46–56. https://doi.org/10.1111/1471-3802.12055.

    Article  Google Scholar 

  • Lewin, C., & Charania, A. (in press). Bridging formal and informal learning through technology in the 21st century: Issues and challenges. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), International handbook of information technology in primary and secondary education (2nd ed.). Cham, Switzerland: Springer International Publishing.

    Google Scholar 

  • Mccarthy, B., & Schauer, K. (2017). Journey to personalized learning – A race to the top-district initiative in Galt joint union elementary school district. San Francisco: WestEd.

    Google Scholar 

  • Mikroyannidis, A., Okada, A., Scott, P., Russman, E., Specht, M., Stefanov, K., Boytchev, P., Protopsalitis, A., Held, P., & Hetzner, S. (2013). weSPOT: A personal and social approach to inquiry-based learning. Journal of Universal Computer Science, 19(14), 2093–2111.

    Google Scholar 

  • Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Learner centredness in high school distance learning: Teachers’ perspectives and research validated principles. Australasian Journal of Educational Technology, 25(5), 597–610.

    Article  Google Scholar 

  • Naidu, S. (2016). Mainstreaming open, flexible, and distance learning. In K. W. Lai, S. Stein, P. Field, & K. Pratt (Eds.), 30 years of distance learning and teaching at the University of Otago (pp. 92–108). Distance Learning Office: University of Otago.

    Google Scholar 

  • Nikolov, R., Shoikova, M., Kovatcheva, E., Dimitrov, V., & Shikalanov, A. (2016). Learning in a smart city environment. Journal of Communication and Computer, 13, 338–350. https://doi.org/10.17265/1548-7709/2016.07.003

    Article  Google Scholar 

  • Nikolova, I. (2001). Teacher development in ICT: Vision and implementation. In Information and communication technologies in education (pp. 71–82). New York: Springer.

    Chapter  Google Scholar 

  • Nikolova, I., & Collis, B. (1998). Flexible learning and design of instruction. British Journal of Educational Technology, 29(1), 59–72.

    Article  Google Scholar 

  • Psotka, J. (2013). Educational games and virtual reality as disruptive technologies. Educational Technology & Society, 16(2), 69–80.

    Google Scholar 

  • Punie, Y., & Cabrera, M. (2006). The future of ICT and learning in the knowledge society. Luxembourg: European Communities.

    Google Scholar 

  • Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 1–12. https://doi.org/10.1177/2158244016680688

    Article  Google Scholar 

  • Scott, C. L. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO education research and foresight, ERF working papers series, no. 15. Paris: UNESCO.

    Google Scholar 

  • Siemens, G. (2014). Connectivism: A learning theory for the digital age. Retrieved from http://er.dut.ac.za/handle/123456789/69 (Accessed 23 Oct 2017).

  • Sriraman, B., & Haavold, P. (2016). Creativity and giftedness in mathematics education: A pragmatic view. Retrieved from http://hs.umt.edu/math/research/technical-reports/documents/2016/03_SriramanHaavold.pdf.

  • Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Mountain View: Innosight Institute. https://doi.org/10.1007/s10639-007-9037-5

    Google Scholar 

  • Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 26–30.

    Google Scholar 

  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145.

    Article  Google Scholar 

  • Tucker, R., & Morris, G. (2011). Anytime, anywhere, anyplace: Articulating the meaning of flexible delivery in built environment education. British Journal of Educational Technology, 42(6), 904–915. https://doi.org/10.1111/j.1467-8535.2010.01138.x.

    Article  Google Scholar 

  • UK Department for Education. (2014). MOOCs: Opportunities for their use in compulsory-age education. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/315591/DfE_RR355_-_Opportunities_for_MOOCs_in_schools_FINAL.pdf

  • Voogt, J., & Knezek, G. (Eds.). (2008). International handbook of information technology in primary and secondary education. New York: Springer.

    Google Scholar 

  • Williams, S. (2013). Principal sabbatical report: Practical ways that schools can personalise learning for their students – Powerful learner pit stops. Retrieved from www.educationalleaders.govt.nz/content/download/53171/442269/file/Simon Williams Sabbatical Report 2013.pdf (Accessed 27 April 2017).

  • Xu, D. & Jaggars, S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/adaptability-to-online-learning.pdf (Accessed 27 April 2017).

  • Yang, J. (2015). Recognition, validation and accreditation of non-formal and informal learning in UNESCO member states. Habmurg: UNESCO Institute for Lifelong Learning. http://unesdoc.unesco.org/images/0023/002326/232656e.pdf (Accessed 27 Oct 2017).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Library Studies and Information Technologies, Sofia, Bulgaria

    Roumen Nikolov

  2. University of Otago College of Education, Dunedin, New Zealand

    Kwok-Wing Lai

  3. Institute of Mathematics and Informatics, Bulgarian Academy of Science, Sofia, Bulgaria

    Evgenia Sendova

  4. Windesheim University of Applied Sciences and University of Amsterdam, Zwolle and Amsterdam, The Netherlands

    Herma Jonker

Authors
  1. Roumen Nikolov
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kwok-Wing Lai
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Evgenia Sendova
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Herma Jonker
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kwok-Wing Lai .

Editor information

Editors and Affiliations

  1. University of Amsterdam , Amsterdam, The Netherlands

    Joke Voogt

  2. University of North Texas , Denton, Texas, USA

    Gerald Knezek

  3. University of North Texas , Denton, Texas, USA

    Rhonda Christensen

  4. University of Otago , Dunedin, New Zealand

    Kwok-Wing Lai

Section Editor information

  1. University of Library Studies and Information Technologies, Sofia, Bulgaria

    Roumen Nikolov

  2. University of Otago College of Education, Dunedin, New Zealand

    Kwok-Wing Lai

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Nikolov, R., Lai, KW., Sendova, E., Jonker, H. (2018). Distance and Flexible Learning in the Twenty-First Century. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-53803-7_45-2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-53803-7_45-2

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-53803-7

  • Online ISBN: 978-3-319-53803-7

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Chapter history

  1. Latest

    Distance and Flexible Learning in the Twenty-First Century
    Published:
    21 February 2018

    DOI: https://doi.org/10.1007/978-3-319-53803-7_45-2

  2. Original

    Distance and Flexible Learning in the Twenty-First Century
    Published:
    16 January 2018

    DOI: https://doi.org/10.1007/978-3-319-53803-7_45-1

Search

Navigation