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Flexible learning

Flexible learning has become a familiar phrase in higher education (HE) policy. It aims to attract and meet the needs of a wider range of students and stakeholders - including employers - and make full use of the opportunities to enhance learning and teaching offered by learning technology.

Flexible learning can take many shapes, including extended or accelerated study. The Higher Education Academy published a research report into accelerated learning programmes (Adobe PDF) in May 2007.

The flexible learning pathfinders

The Government's 2003 White Paper 'The Future of Higher Education' highlighted the need for 'more flexibility in courses, to meet the needs of a more diverse student body', and proposed the piloting and evaluation of two-year honours degrees. In response to this, we have funded eight higher education institutions since 2005 through our Strategic Development Fund to pilot models of flexible HE provision.

These pilot projects are focusing on variation in pace and intensity of study, and flexible methods of delivery (for example, blended learning, distance learning, and the use of information and communications technology). All are developing flexible programmes as part of overall institutional strategies to encourage flexible learning.

Credit plays a central role in flexible delivery as it enables the recognition of learning that has already taken place, and allows students to accumulate learning at their own pace. This includes accreditation of prior experiential learning (APEL) and accreditation of prior certificated learning (APCL).

The pathfinder projects

There are eight pathfinder projects:

• Anglia Ruskin University is offering two-year accelerated honours degrees in International Business Strategy and Management Practice.
• University of Derby has piloted two-year accelerated honours degrees in Business Studies, Applied Earth Sciences and Joint Honours; as well as corporate learning degrees and blended learning foundation degrees in partnership with local colleges.
• University of Gloucestershire is offering a two-year accelerated honours degree in Law and has piloted two-year degrees in Creative Writing and Sport Science.
• University of Kent has established the Centre for Professional Practice on the Medway Campus which has evolved from the pathfinder project. The Centre offers flexible work-based, undergraduate, postgraduate and continuing professional development courses.
• Leeds Metropolitan University has piloted a number of flexible learning options, including two-year honours degrees in Hospitality Business Management and Tourism Management; a blended-learning, three-year part-time foundation degree in Housing; distance-learning MScs in Quantity Surveying and Building surveying; and a flexibly delivered MA in Northern Studies.
• University of Northampton is offering two-year honours degrees in Law, Marketing, and has piloted two-year degrees in Management and Sports Science, as well as four-year extended degrees in business subjects.
• University of Plymouth is offering two-year accelerated honours degrees in Computing and IT subjects and Business Management and hosted a conference on fast track degrees and flexible learning on 18 June 2010.
• Staffordshire University is offering two-year accelerated honours degrees in Accounting and Finance, Business Management, English Literature, Geography, and Law; and an accelerated foundation degree in Motorsport Technology.

Research and evaluation

• Three studies into flexible learning with an introductory statement
  We have published three studies relating to flexible and innovative provision introduced by Heather Fry, HEFCE's Director for Education and Participation. The studies examine some of the issues around flexible learning and address some of the questions raised by the pathfinders.
• Interim evaluation
  An interim evaluation report setting out the findings of the flexible learning pathfinder project to date was published by the Higher Education Academy in 2009. A final evaluation report will be produced in autumn 2011.
• Introduction of fast-track degree programmes
  Staffordshire University has carried out a study of the introduction of fast-track degree programmes. This compares the characteristics of their students on two-year accelerated degrees with those on the equivalent three-year pathways, and identifies issues for the future prospects for two-year degrees. Some of the main findings were that 'fast-track' students at Staffordshire:
  • outperformed equivalent three-year degree students by an average of two-thirds of a degree classification
  • were more likely to be mature, but there was no evidence of any other widening participation effect
  • were no more likely than three-year students to adopt a 'surface' approach to learning overall, and in the first year were more likely to have a 'deep' approach.

Funding flexible learning

Two-year accelerated honours degrees attract not only mainstream HEFCE funding for two years, but also the targeted allocation for accelerated and intensive provision (see 'Guide to funding: How HEFCE allocates its funds' (HEFCE 2010/24)).

Sector impact assessment

In developing the flexible learning pathfinder pilot work, we have undertaken a formal assessment of the impact it will have on the HE sector in terms of regulatory burden, equality and diversity, and sustainable development.

Flexible learning pathfinders sector impact assessment

[ Download Flexible learning pathfinders sector impact assessment as  Adobe PDF 43K | Download Flexible learning pathfinders sector impact assessment as  MS Word 150K ]

Further information

For further information on flexible learning pathfinders contact Sheila Wolfenden, tel 0117 931 7301, e-mail s.wolfenden@hefce.ac.uk.

Last updated 11 October 2011