Abstract
The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. One of the key elements of this transformational process is flexibility. This paper considers a number of aspects relating to the flexibility inherent within models of online learning and the potential impact of this on support structures. City University, London, is used as a case study to provide examples of online practice which support strategies outlined here. A number of models of online learning are used at the University to provide evidence of the variation in modes of support and illustrate the different needs of both students and staff when using these forms of learning. What is apparent through this discussion is that to provide effective support for online learners, whether students or staff, clear and solid structures need to be put in place to assist with the creation of an online community.
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