Flexible Learning Environment Research Articles

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

This paper probes into the strength of podcasts in building the English language through varied dimensions of a learning approach. The paper sought to establish the applicability of podcasts in the learning of languages among EFL students, given that podcasts are increasingly becoming an informal learning platform. The study was carried out among learners of different age groups and language proficiency levels, and the collection of statistics regarding the use of podcasts within language learning was affected through both quantitative and qualitative data. Important findings indicate that regular use of podcasts can make the process of vocabulary acquisition, listening comprehension, and general proficiency stronger. Such findings support the use of podcasts in gaining better language competence in that it not only presents rich contextual content in an accessible manner but also puts into play learner skills. In effect, the inclusion of podcasts into the learning curriculum has implications that are far-reaching in that it could offer an effective improvement in the traditional methodologies of language learning by enhancing a dynamic and flexible learning environment that meets the needs of all learners. This research paper points out the imperative nature of podcasts in modern educational strategies and suggests their application in a wider context of language learning frameworks to bring about superior linguistic competence.

Reading Engagement Strategies in Blended Learning Context

Blended learning has increasingly become a key educational practice, integrating online digital media with traditional classroom methods to offer flexible and active learning environments. This study explores the effectiveness of various reading engagement strategies within a blended learning framework, emphasizing teachers' perceptions and experiences. Through a qualitative, phenomenological approach, the research examines how different strategies—ranging from gamified quizzes to multimedia tools—affect reading engagement. Key findings indicate that teacher-student interactions, feedback mechanisms, and the use of technology play crucial roles in enhancing reading motivation and comprehension. This study contributes to the body of knowledge by providing fact-based recommendations for instructional strategies that effectively support diverse learner needs in blended learning settings.

Enhancing Interdisciplinary English Learning: A Systematic Review of the HyFlex Model's Strategies, Challenges, and Implications

This systematic review offers a thorough analysis of the existing research on the utilization of the HyFlex (Hybrid-Flexible) learning model in interdisciplinary English courses. Drawing insights from 24 empirical studies published from 2008 to 2023, the review aims to showcase successful tactics for enhancing the HyFlex methodology while pinpointing notable deficiencies in its integration within the context of interdisciplinary English education. The review reveals promising strategies, such as leveraging peer interactions, utilizing authentic assessments, and implementing discipline-specific guidelines. However, it also uncovers critical gaps, including insufficient research on the model's effectiveness, a lack of frameworks for assessing higher-order skills, and challenges in facilitating meaningful discourse across modes. The review further highlights the need for more robust faculty training, consistent institutional support, and greater accessibility and inclusiveness for diverse student populations. To address these gaps, the review recommends the development of comprehensive assessment frameworks, investment in faculty training, integration of work-integrated learning, and implementation of blended synchronous approaches. By addressing these areas, the HyFlex model can be optimized to create more inclusive, flexible, and effective learning environments for students in interdisciplinary English courses. This review provides a solid foundation for understanding the current research landscape and identifies key areas for future development, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes.

Systematic literature review: DOGBL in enhancing EFL students’ motivation

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.

Enhancing Science Learning Activities through the Implementation of Discovery Learning and Teaching at the Right Level Method

Education plays a vital role in cultivating qualified future generations, with active student participation serving as an indicator of effective learning processes. Preliminary observations at SMP Negeri 32 Padang revealed low engagement levels in science classes, prompting the need for interventions to boost students' involvement. The primary objective of this classroom action research was to enhance student engagement in science learning activities through implementing the Discovery Learning model and Teaching at the Right Level approach in a Grade 8 classroom at SMP Negeri 32 Padang. The study was conducted over three cycles, each consisting of planning, acting, observing, and reflecting phases. Data on student engagement in science learning activities was collected through observations using a rubric. The initial data in Cycle I revealed low engagement at 36.72%. After implementing interventions integrating Discovery Learning activities and personalized scaffolding based on students' ability levels in Cycles II and III, student engagement progressively increased to 45.76% and 62.28% respectively. Surveys and interviews indicated students found the learner-centered, inquiry-based activities more enjoyable and effective for understanding compared to traditional instruction. The findings demonstrate the potential of combining Discovery Learning and Teaching at the Right Level methods to significantly improve learning participation by stimulating intrinsic motivation through autonomous exploration while providing individualized support. The research offers practical strategies for enhancing science education engagement and contributes to the Kurikulum Merdeka goals of fostering participatory, flexible learning environments tailored to students' unique needs

Universal design approach to learning: a theoretical-practical model for quality inclusive education, seen from the Postgraduate and Continuing Education Directorate of the State University of Bolívar

Universal Design for Learning is an educational approach that seeks to provide all teachers, regardless of their abilities, with an equitable and effective learning experience. This model is based on the premise that diversity is the norm in the classroom and that students have different learning styles, abilities, and needs. Therefore, it focuses on creating flexible learning environments that can meet the needs of all students. It is based on theories, academic-scientific research, each learning environment and neuroeducation, in order to generate inclusivity in the actors of the process. In this sense, it integrates and covers the educational process, from planning to the evaluation of learning, including the reinforcement process, with the aim that teachers take advantage of various learning opportunities, in the same way that it makes teachers more flexible. the micro, meso and macro curricular design, in order to minimize limitations and unforeseen events in academic execution. Finally, it has potential both in the episteme and in praxis, facilitating academic activity and being aligned with Sustainable Development Goal 4 of the 2030 Agenda, inclusive and quality education is guaranteed, promoting learning opportunities for teachers of the education programs. master's degree in the Postgraduate and Continuing Education Department of the State University of Bolívar.

Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy

AbstractNew school buildings are often designed for flexible innovative learning environments (ILEs) to support learning future skills better than before. However, little is known about the relationship between environment and pedagogy. This article examines the relationship between the environment and pedagogy from the perspective of primary school teachers in the context of teaching mathematics. We interviewed 26 teachers from 10 Finnish ILEs and did a thematic analysis. The relationship between the environment and pedagogy forms a complex network of entangled tensions between teacher's inner space, community's social space and physical space. When the tensions between these spaces were resolved in a positive way, ILEs enabled pedagogy that diversified mathematics education, improved student cohesion and teachers' well‐being at work. However, the ILEs' transformation process often appears to be left unfinished, leading to unsuccessful resolution of tensions. Further, our findings highlight the importance of four‐dimensional environmental competence in exploiting the affordances enabled by ILE.

A Critical Study on Transformation of Conventional Offline Learning to Online Education

Abstract: The advent of online education has ignited debates concerning its potential to entirely supplant traditional offline educational methods. This research paper delves into the multifaceted discourse surrounding the possible transformation of education landscapes, exploring whether online learning will gradually render conventional offline methods obsolete. Through an exhaustive analysis of existing literature and emerging trends. The study critically examines the dynamics that underpin both online and offline education. The research paper scrutinises the strengths and limitations of both educational approaches, considering factors such as effectiveness, accessibility, student engagement and socio-economic disparities. It delves into the capacity of online education to offer flexible learning environments, personalised instruction and a global reach, while also acknowledging the irreplaceable value of face-to-face interactions, practical experiences and physical campus resources that offline education provides.

Co-designing learning spaces with learners: Lessons from a Welsh primary school classroom

This research presents a case study of one class’s reflections on how they redesigned their classroom to suit the diverse needs of the teacher and learners, and how learners continue to adapt their learning space to better suit their individual needs. The findings of this paper illuminate how learners value agency and choice in their classrooms, something which can be achieved by offering them various work surfaces and spaces to complete learning activities. Learners suggested that flexible learning environments enabled them to choose where and how to complete their work, but also enabled them to position themselves in social environments that suit their learning needs. This work provides further context and insight into the implementation of the new Curriculum for Wales from September 2022 onwards, as well as the wider education system-level reforms currently taking place in Wales.

Transactional distance in a flexible learning environment: Scale development and validation in the Philippine context

The aim of this paper is to develop a reliable and valid transactional distance scale in a flexible learning environment from the perspectives of students of a higher education institution in the Philippines. To achieve this goal, the researcher assessed the construct validity and reliability of the scale by using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Additionally, Cronbach alpha was used to test the internal consistency of the items. The model revealed three-factor structure anchored on Moore’s Transactional Distance theory namely structure, learner autonomy and dialogue. The model validates the previously extracted factors along with the items. The findings of this study revealed that the implementation of flexible learning in the Philippine context is a multidimensional construct and serves as a critical success factors. The proposed transactional distance scale in a flexible learning environment may serve to facilitate the implementation of flexible learning in higher education institutions thereby implementing flexible learning effectively and efficiently. Little literature and studies exist on the implementation of flexible learning anchored on transactional distance theory. Thus, this attempts to bridge this gap in the existing literature and studies. This three-factor model of flexible learning in a higher education institution anchored on Transactional Distance Theory would be a useful tool to assess the perception of students towards the implementation of flexible learning in a new normal environment.

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

Learner autonomy is particularly important in higher education, where students are fully responsible for their own learning. Despite this, there is a lack of research on aspects of autonomy support in higher education compared with that of primary and secondary education. To address this gap, this study explored autonomy support and learning preference in higher education, introducing a flexible and individualized learning environment with technology after the COVID-19 pandemic. A survey was conducted among 849 Japanese university students to gather their perceptions about autonomous support, learning preferences (face-to-face or distance), use of learning strategies, and academic performance (grade point average). Correlations were identified between certain variables: for example, perceived autonomy support, class format preference, and grade point average. The scores of different scales were compared among the subject groups. Autonomy support provided by instructors included explaining the lesson’s outline to students. A few teachers provided opportunities for students to select learning methods, teaching materials, and assignment content; yet, few instructors seemed to truly understand students’ learning needs. Although many participants took face-to-face courses, students’ learning preferences were evenly split between face-to-face and distance learning courses. Students who strongly preferred face-to-face learning performed well regardless of instructional format. Students with a little preference for distance education performed well, especially in distance education courses. Students with no preference performed the worst. This study suggests that a learning environment that provides students with options to suit their diverse learning preferences is beneficial and that introducing “hybrid-flexible” courses and feedback for students’ learning strategies has the potential to promote learner autonomy in higher education.

Greater Expectations: An Appreciative Inquiry into How UK Home-Educating Families Support Their Children’s Learning

Elective home education is a significant aspect of the UK educational system, yet dedicated research on this topic is limited. This study, employing Appreciative Inquiry, explored the best practices perceived by 90 UK home-educating parents. It uncovered diverse strategies, emphasising the importance of resources such as technology, curricula, and collaborative efforts within home education co-operatives. Parents stressed the value of flexible learning environments and strong family commitment, envisioning a future with an enhanced home learning atmosphere and government and school support. They recommended concrete guidance for prospective home-educating parents, focusing on comprehensive child development. Ultimately, families aspired to shape a future for home education that prioritises enriched learning environments, broader societal recognition, and practical support for those embarking on the home education journey. The study’s findings have implications for children’s development, facilitating collaboration between homes and schools, as well as partnerships between families and educators.

Revolutionizing Medical Education: the Impact of Virtual and Mixed Reality on Training and Skill Acquisition

This review explores the integration of Virtual and Mixed Reality in medical training. The advent of immersive technologies has revolutionized traditional methodologies, offering immersive, interactive, and flexible learning environments. This study aims to assess the impact, efficacy, and potential of Extended Reality (XR) in medical education. Methods included a comprehensive analysis of current Metaverse’s applications in various medical fields, including surgery, diagnostics, and patient care. Results indicate a significant enhancement in learning outcomes, practical skills, and student engagement. Conclusions suggest that Virtual Reality is a valuable tool for medical training, providing realistic simulations and improving both theoretical knowledge and practical skills. The intersection of virtual reality and cognitive neuroscience presents an exciting frontier for under-standing the human brain's response to immersive environments. This review explores how VR impacts learning, with a particular focus on the activation and engagement of the prefrontal cortex during immersive experiences. It delves into various studies that highlight the transformative potential of VR in educational settings and therapeutic applications, demonstrating how VR can facilitate deeper and more effective learning experi-ences. The review will present a dedicated section on the current methodologies used to analyze the brain's response while immersed in a virtual environment

Development of Basic Geology Mobile Learning Based on Android Indonesia Geodiversity Area

Basic Geology is a prior knowledge that needs to be supported by a flexible learning environment through the use of mobile technology. Through the supports of mobile technology, students will gain freedom of access because they can be used anytime and anywhere. The progress and speed of technological development, the ease and practicality of using smartphone devices are the potential, opportunities and challenges for presenting mobile technology in learning. The presence of generation Z who are already familiar with technology has reinforced the need to utilize technology to accommodate them in learning better. The aim of this development research is to produce a learning product in the form of a Basic Geology mobile learning application to support learning anywhere and anytime and to determine the feasibility of the product in terms of media and materials, as well as responses from users. This research uses the Lee & Owens model in developing mobile learning applications. Data was collected using a questionnaire filled out by media experts, material experts and service users in the Indonesian Geodiversity Area. The results of this research are (1) user needs for mobile learning to support Basic Geology learning by providing learning resources and building learning communities, (2) producing Basic Geology mobile learning products, (3) results of feasibility tests by media experts, material experts and Individual, small group and field trials show that mobile learning is suitable for use in learning.Keywords: geodiversity; basic geology; mobile learning

Students' Satisfaction with Library's Service Quality and Services in a Flexible Learning Environment

Services of the library in selected private higher education institutions in Isabela, particularly during the COVID-19 pandemic. The research examines satisfaction levels in terms of affect of service, library as a place, and information control. It also investigates satisfaction with library services such as Library Information Service, Circulation Service, Reference Service, and Internet/Online/Web Service. The study further explores whether there are significant differences in satisfaction levels among students grouped by program. Results indicate that students are moderately satisfied with the library's service quality and very satisfied with specific services. No significant differences are observed based on program groups. Additionally, identified problems include a lack of electronic resources, slow internet, and difficulties accessing recent online journals. The findings underscore the importance of continuous assessment to enhance library services, improve staff training, and address technological challenges.

O TRATAMENTO DA CRIATIVIDADE E INOVAÇÃO NAS INSTITUIÇÕES ESCOLARES

This article investigates how educational institutions approach creativity and innovation in theeducational context and discusses the fundamental role of the teacher in this process. Creativity and innovation are essential skills to prepare students for the challenges of the 21st century, allowing them to face complex problems, think critically and develop innovative solutions. However, many schools still have pedagogical structures and practices that do not encourage oradequately value creativity and innovation. This article proposes a reflection on the waysin which educational institutions can promote an environment conducive to creativity and innovation.This research also sought to analyze how it is possible to create flexible learning environments that allowexplorationand experimentation. Teachers need tobeopentonewpedagogical approaches and willing to adapttheir practicesto meet students’individualneeds, stimulating their creativity and encouragingthe search for innovative solutions.In thisway,teachers be comeagentsofsocial transformation in school institutions, promoting creativity and innovation as essential pillars ofeducation.

Application of an innovative approach to the organization of the educational process in higher education and training of applicants 073 and 281 specialties in the conditions of distance education

The study proved and substantiated the importance of innovative approaches and digitalization in the organization of the educational process of higher education. It has been found that the introduction of innovative approaches is a strategically key factor for achieving a high level of quality and efficiency of educational services. In particular, innovative technologies and digitalization allow universities to adapt to modern requirements and create flexible and accessible learning environments. 
 During the study, an analysis of differences in the interpretation of the concepts of «threat» and «risk» was conducted. In particular, it is determined that in education threats and risks can include not only financial difficulties, but also loss of reputation, low quality of education and insufficient competitiveness of graduates. It identifies the main range of problematic issues, sets of innovative approaches in higher education and highlights the principles and stages of diagnosis, which should take into account the specifics of the educational environment and the requirements of the modern labor market for its qualitative assessment. 
 In order to test the research, the article assesses and analyzes the introduction of innovative approaches in the Volodymyr Dahl East Ukrainian National University for the training of applicants 073 and 281 in the field of distance education. The strategic goals chosen to accelerate the digitalization process have been singled out and justified, considering the high standards of quality and the needs of the modern educational environment. The introduction of a digital student card, the creation of a digital educational environment and an increase in the level of digital literacy of students and teaching staff are key areas of the strategy of the Volodymyr Dahl East Ukrainian National University. In addition, innovative approaches have been developed, such as partnerships with technology companies, the creation of electronic libraries and archives aimed at supporting research activities and quality education in distance learning. 
 It provides a SWOT analysis of the Volodymyr Dahl East Ukrainian National University which highlights the main strengths and weaknesses of its functioning, as well as identifies the opportunities and threats faced by the university today in the most difficult conditions of existence. The conducted analysis allows us to draw conclusions and determine the prospects for further research in this direction. 
 In general, the study emphasizes the importance of innovation and digitalization in education as strategic factors contributing to improving the quality, efficiency, and competitiveness of educational institutions in the modern world. 
 The obtained results help to determine the optimal way to achieve the set goals, and their certification with certificates testifies to the importance and effectiveness of the chosen direction of innovative activity at Volodymyr Dahl East Ukrainian National University in the face of high requirements for remote educational process.

Managing Distance Learning for Secondary School Students in Tanzania during the COVID-19 Outbreak: Challenges and Opportunities Implicating Educational Inequality

This study explored the lived experiences of secondary school students in Moshi Municipality with distance learning amid the COVID-19 outbreak in Tanzania. Specifically, it explored the challenges and opportunities of learning amid the COVID-19 pandemic, and the roles assumed by parents and teachers to support secondary school students’ distance learning. A qualitative approach, framed within the phenomenography research design, guided the present study. Nineteen secondary school students were purposively selected from four secondary schools in Moshi Municipality. Data were collected through in-depth interviews and focus group discussions. The collected data underwent a systematic inductive content analysis to identify emerging themes from the data. The findings indicate that different approaches or methods were utilised by students for distance learning, including printed materials for self-study, TV and radio programmes, online resources, and online interactive classes. However, challenges such as limited internet access and limited device availability emerged as significant hurdles. Additionally, emotional struggles, including loneliness and motivational issues, were evident, while the absence of peer interaction and concentration difficulties were notable concerns. On the positive side, flexible learning environments allowed for self-paced learning, skill development, and the exploration of personal interests. Students capitalised on the autonomy of distance learning to discover new abilities and passions. The present study recommends that teachers continue to explore innovative teaching methods, like recorded audio lessons and supplementary resources to enhance students' learning experiences. The study suggests provisional of professional development opportunities to equip educators with the necessary skills for effective distance teaching.

Breaking Stereotype in the Development of Employability Skills Using Flexible Learning and Pedagogical Tools: A Multiple Study of Business Schools

The study sought to explore students’ and teachers' perspectives on the development of 21st-century employability skills for business students in four different countries through flexible learning pedagogical tools and approaches. Notwithstanding the notable successes recorded in the field of flexible learning over the years, some people are still wondering about the effectiveness of these teaching and learning tools when compared to students being on campus for studies. This study helps to establish the importance of flexible learning pedagogical tools in the development of employability skills for students in business schools across four different continents. The current study argues that flexible learning pedagogical tools should be paid more attention to by higher education providers to encourage and deepen students' learning experience in business schools. The study has shown that some pedagogical tools are more effective in the flexible learning environment than the traditional universities, due to the level of acceptability by the students and academics sampled for this study. Moreover, the use of pedagogical tools such as lectures, class debates, group projects, case studies, internships, technology-embedded tools such as smartphones or iPads, multiple-choice tests, essay tests and term papers were found to be effective and fit for purpose by most of the participants. They linked the level of effectiveness to the employability skills they offer along with factors such as students’ preferences, learning styles, prior learning, motivation, academic choice based on their previous experiences or willingness to deliver certain pedagogical tools, assessment methods, learning cultural aspects and the backgrounds of both academics and students along with where the learning is taking place. It identifies the key tools used within a flexible learning environment such as lectures and especially videos of lectures uploaded on Moodle for the students to access at any time and anywhere (accessibility of learning materials). The study findings revealed role play, case studies, class discussion, group projects, guest speakers, internships, MCQs/essays/term papers, reading, and homework were efficient post-COVID learning in fostering 21st-century employability skills for business students. Also, due to the flexible nature of teaching and learning technology embedded tools such as social media, mobile devices, games, and simulation are becoming more and more popular and adopted by various academics in their teaching pedagogy. The effectiveness of the learning and teaching tools relies on the employability skills undergraduate students develop during their studies. Most of the students and academics sampled for this study were satisfied with the delivery of the course delivery and the level of employability skills developed from them. The main challenge of educators is to identify the key link between pedagogical tools and employability skills they develop and utilise to promote 21st-century graduate skill sets. The current research project confirmed that the flexible learning approach leverages the benefits of pedagogy and learning technology to offer an engaging, educative, and bespoke learning experience that assists business students to realise their potential. It is recommended that learning providers construct and evaluate learning infrastructures, policies, and practices to provide inclusive and accessible learning opportunities that promote successful learner engagement and belonging, to guarantee a positive experience in business schools.

Analysing Serious Games and Virtual Reality for Cardiac Arrest Simulation

The technological industry is a continuously evolving field, meaning that old methods are constantly being overruled by such advancement. The focus of this study is to evaluate the level of development within technology when paired with already existing practices. Cardiac arrest is a type of medical situation that requires prompt action towards the people experiencing it. This is where virtual reality (VR) simulations can be an innovative method by which one can learn how to deal when encountering such a situation. Advances in VR simulations have allowed trainees to practice realistic, full-length procedures in a safe and controlled environment, where mistakes are permitted and can be further used as learning points. VR provides a flexible learning environment that adapts to the learner’s pace. The data gathered from this study reveals that VR simulation training can prove to be a successful alternative learning method depending on various factors specific to the subject as well as the person’s preferred way of learning when comparing VR to other traditional methods.