| Understanding flexibility | | | | objects that can be mixed and matched according to |
| Flexibility is the capability of being adapted or molded. | | | | the instructor's desire to render the course more |
| Thus, flexibility of learning environments amounts to the | | | | effective. All in all, flexibility depends upon a number of |
| adaptability of it to varied learner, instructor and subject | | | | variables. |
| requirements for achieving the best possible learning | | | | Place and time flexibility |
| outcomes. Effective learning takes place in a typical | | | | To check how true the claims of any time any place |
| setting that induces and compliments the learning | | | | learning actually are, we need to gauge the place and |
| activity. But flexibility in learning can mean different | | | | time flexibility of an LMS. Let us analyze each tool of |
| things in the real and virtual learning contexts. | | | | an LMS for its flexibility with respect to location and |
| Flexibility in real learning | | | | time. While web pages enjoy the any time any place |
| Flexibility in a real learning environment is the ability of | | | | flexibility, it does not hold true in case of discussion |
| the physical settings to be changed according to | | | | forums, chats, audio conferences and webcasts. |
| varied learner, instructor and subject requirements. Like | | | | Though these tools enjoy complete flexibility in terms |
| an archeology class would focus more on site visits | | | | of place or location, the interaction required in real time |
| than classroom training, while music learners would | | | | for these tools creates a barrier of sorts for their |
| need a sound proof classroom equipped with | | | | flexibility in regard of time. These are the tools that |
| instruments. Classrooms need to be, and to an extent | | | | support live, real time interaction between the learners |
| are, configurable to varied needs, though we cannot | | | | and the instructor. But, discussion forums offer a little |
| expect a sit down arrangement in a conventional Indian | | | | flexibility in time, which lies between completely rigid |
| classical music class to be transformed into a high-tech | | | | and any-time flexibility. This is so because though |
| science lab. It is at the will of the instructor to have | | | | learners are required to exchange messages with |
| either a projection screen or a whiteboard in the room. | | | | fellow learners and the tutor, it can be done over a |
| This makes the classroom more flexible for different | | | | considerable period of time, while discussion about a |
| learner-instructor needs. | | | | particular topic or course module is on. Once this |
| Flexibility in virtual learning | | | | discussion gets over, it is not possible for learners to |
| Virtual learning needs to be more flexible than its real | | | | interact with peers about that particular topic or |
| counterpart because the tools employed by the latter | | | | module. |
| need to communicate the exact essence of the | | | | Factors governing time flexibility |
| content even in the absence of an instructor or | | | | Having seen that almost all LMS tools offer a fair |
| interactive sessions between peer groups and | | | | flexibility in terms of place, the poor flexibility in terms of |
| learners-instructor. Different subjects, or different | | | | time is a deterrent to learners and instructors alike. So |
| learning settings for that matter, need different | | | | what exactly limits the time flexibility of LMS'? Time |
| environments to effectively function. | | | | flexibility largely depends upon the following factors |
| Why is flexibility essential | | | | The requirement of the learner to interact with peers |
| Fixed course content and rigid program structures not | | | | and/or instructor |
| only mar the reusability of the course, but also render it | | | | Whether the learner is learning individually or is a part |
| incapable of delivering the essentials. Flexibility is | | | | of a group |
| essential to update the course in any future date as | | | | Whether the tools employed in the LMS are time |
| well as to effectively convey the crux of the material | | | | flexible or not |
| without hassles, to successfully execute its | | | | So, while a tool efficiently supports learning, it needs |
| implementation. | | | | compromise on the time flexibility front, and if it delivers |
| How flexible is an LMS | | | | excellent time flexibility, it needs to compromise on the |
| The virtual classrooms in any learning management | | | | learning outcomes. This is more so because of the |
| system are more of the one size fits all type. Features | | | | widespread use of blended learning techniques, which |
| like discussion forums, calendars, test engines, group | | | | combine the self study approach that enjoys great |
| work spaces, gradebooks, chat capabilities, and | | | | time flexibility, with peer to peer dialogues and learner |
| instructional templates are definitely making the virtual | | | | to instructor interactions. |
| classrooms smarter, but these features do not add to | | | | Wrap up |
| their flexibility in the sense that LMS' are not efficient in | | | | Interaction and collaboration form one of the most |
| teaching particular subjects to particular learners. LMS | | | | essential components of learning, and providing for this |
| vendors scream themselves hoarse over the 'any | | | | interactivity robs the LMS of its time flexibility, with |
| time any place' learning adjective. But before jumping | | | | allowing it at the most over a period of one or two |
| to conclusions about the flexibility of any given LMS, it | | | | weeks. Thus the course developer is compelled to |
| is necessary to gauge whether all the tools employed | | | | bargain between offering a better quality learning |
| by the LMS satisfy the flexibility criteria? | | | | environment and increased time flexibility. With the |
| Measure of Flexibility | | | | abundance of time starved learners, who juggle high |
| Flexibility of a course can be measured through | | | | pressure corporate jobs, learning, and personal lives, |
| different standards. Like a course can be termed | | | | interactivity in an LMS might soon become a thing of |
| flexible if it is reusable or adoptable to successive LMS | | | | past. Thus, expecting our LMS' to become more |
| models without much hassle. A flexible course also | | | | flexible over time, means approving upon a trade off |
| provides content in the form of chunks called learning | | | | between flexibility and interactive learning. |