Flex model of learning
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The flex model is a method of teaching for students who are non-traditional learners. Learning material and instructions are given online and the lessons are self-guided.[1] The teacher is available on-site. The students work independently and learn to develop and create new concepts in a digital environment. They work in computer labs most of the time. The schedules of learning modalities are customized individually and the teacher-of-record is on-site. Though most of the instructions are given online, the face-to-face support as needed by the student is given by the teacher-of-records and adults through activities such as group projects, small group instruction and individual tutoring.[2] This model provides the students a flexible learning environment. They are free to arrive and leave the learning premises within the given timing of the day. The teacher in this model acts as a mentor and give equal importance in delivering the proper instruction to the students.[3]
Reception
Flex learning has been shown to have a number of potential advantages and disadvantages for students. Some advantages of flex learning include the ability for students to carry out the learning process at their own pace.[4] their attention may be held better,[5] credit accumulation during the course of learning is facilitated, and the ability for schools to operate at a lower cost compared to alternative schools.
Some disadvantages of flex learning include the demand for larger spaces and many devices,[6] and for students to have reliable access to digital devices and fast internet.[7]
See also
- Blended learning
- Distance learning
- Educational technology
- Personalized learning
- Rotation model of learning
- Self-blended model of learning
References
- ↑ Horn, Michael B.; Staker, Heather (2017-11-06). Blended: Using Disruptive Innovation to Improve Schools. John Wiley & Sons. pp. 46–47. ISBN 978-1-119-41329-5. https://books.google.com/books?id=78BHDwAAQBAJ.
- ↑ "BLENDED LEARNING 101". aspirepublicschools.org. 2013-07-22. Archived from the original on 2015-02-26. https://web.archive.org/web/20150226101305/http://aspirepublicschools.org/media/filer_public/2013/07/22/aspire-blended-learning-handbook-2013.pdf.
- ↑ "Blending Learning". www.inacol.org. Archived from the original on 2015-09-15. https://web.archive.org/web/20150915122142/http://www.inacol.org/wp-content/uploads/2015/07/iNACOL_Blended-Learning-The-Evolution-of-Online-And-Face-to-Face-Education-from-2008-2015.pdf.
- ↑ Priya, J. Johnsi; Gowrishankar, M.. "Blended Learning Approach: Significance of Flex and Self-Blend Models". Constructivism in Teaching and Learning: 178–195. https://www.researchgate.net/publication/365824395.
- ↑ Sukumaran, Sangita (2018). "Flex-learning - Online or face to face - Learners' freedom of choice". Global Bioethics Enquiry 6 (1): 28–32. doi:10.38020/GBE.6.1.2018.28-32. https://indianmentalhealth.com/pdf/2018/new-issue/1-4-2018/10-Review-Paper_Flex-Learning.pdf.
- ↑ "Model 1: ROTATION A. Station-Rotation model". charterschoolconference.com. Archived from the original on 2015-09-26. https://web.archive.org/web/20150926043046/http://charterschoolconference.com/2013/handouts/Carrandi_Blended_Learning_Model.pdf.
- ↑ Carillo, Franklin John. "Rewards and Drawbacks of Flexible Learning: The Case of Students in Public Higher Education Institution". Edukasiana Jurnal Inovasi Pendidikan: 342–352. https://www.researchgate.net/publication/374174163.
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