Flexible learning in teacher education: myths, muddles and models

• Published in: Asia-Pacific journal of teacher education Vol. 32; no. 3; pp. 213 - 226
• Main Authors: Bigum, Chris, Rowan, Leonie
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor and Francis Ltd 01.11.2004; Taylor & Francis Group Journals; Taylor & Francis Ltd
• Subjects: Computer Mediated Communication; Computer-assisted instruction; Computing and communication technologies (CCTs); Discourse analysis; Distance learning; Educational innovation; Educational Technology; Flexibility; Flexible learning; Higher Education; ICT in education; Learning; Online Courses; Online instruction; Online learning; Teacher Education; Teaching; Teaching Methods; Technological change; Technology; Tertiary education
• ISSN: 1359-866X; 1469-2945
• DOI: 10.1080/1359866042000295389

While there has been widespread take-up of the concept 'flexible learning' within various educational environments-and equally frequent references to the flexible 'natures' of the computer and communication technologies that often underpin flexible learning initiatives-the relationship between technologies and flexibility is not a simple one. In this paper we examine some of the more persistent myths about technologies that are intertwined with discourses of flexibility. We highlight some of the more common 'muddles' that these myths can lead us in to and argue that the 'mess' that so often results from well-intentioned moves to 'be more flexible' is largely a result of the ways that CCTs, or indeed any new educational technology or strategy, is theorized. Drawing on a recent study of online teaching and learning in higher education, we outline a new framework for examining these and related issues as they apply to teacher education.