Abstract
Instructional condition has been an important area of study to improve learner satisfaction and learning outcomes within public and private organizations. Among various types of learning methods satisfying the online learner's learning styles, this study examined the effect of flexible learning delivery format on learning and application of learning made by a group of Human Resource Development (HRD) undergraduate students. Quantitative data analysis results revealed a flexible learning delivery format did not influence online learners' perceived learning. From a qualitative data analysis, however, various reasons why online learners' attained high or low degree of perceived learning and application of learning were analyzed and categorized. Discussions about instructional conditions and strategies to enhance learning and the application of learning for online curriculum are included.
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