Abstract
Flexibility in distance education is often regarded as an inherently positive concept. Taking a more critical approach, this article distinguishes between temporal-spatial flexibility, defined as enabling students to choose the time, pace and place of their studies, and pedagogical flexibility, defined as offering education that is tailored to the pedagogical needs and preferences of students. This study aims to investigate pedagogical flexibility in distance education characterized by a high degree of temporal-spatial flexibility. Focus group interviews with 46 adult distance educators were conducted. Themes that explained reasons for lower and higher degrees of pedagogical flexibility were identified. It was found that pedagogical flexibility was challenging to achieve in a setting characterized by high temporal-spatial flexibility. In conclusion, a model of temporal-spatial and pedagogical flexibility is discussed. It can be used to guide research and practice in understanding flexibility in distance education as a complex and nuanced concept.
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