Flexible Learning in an Information Society

Citation

Doldi, L. (2007), "Flexible Learning in an Information Society", Online Information Review, Vol. 31 No. 3, pp. 388-389. https://doi.org/10.1108/14684520710764186

Advances in information technology have had a tremendous impact not only on our jobs but also on our way of learning. The internet and the developments of digital technologies have made possible a new way of learning: learning on demand, anytime and anywhere, with a flexibility that has never existed before. However, the availability of high quality, learner‐centred and well‐supported learning environments is vital for successful flexible learning.

This book provides a deep analysis of the characteristics of this emerging way of learning and of the differences with traditional methods. Further, it provides insights into all aspects of flexible learning, considering the point‐of‐view of all actors involved: on one side the needs and expectations of learners, on the other side the challenges for designers and course trainers. It provides in this way meaningful guidance for creating effective learning environments.

As the users' point‐of‐view is of fundamental importance to the authors of this book, a number of chapters deals with the different challenges that this new way of learning means to all actors involved. As a general rule, it requires cognitive flexibility in order to leave behind the traditional scheme of teaching and learning. Besides that, learners are required to manage both technical and human competencies. They are supposed to have access to adequate technological facilities and to master the tools. Additionally, they should be able to master their expectations and be open to the dynamic nature of web‐based learning.

Designers and course trainers must be able to create an environment that fosters collaboration and meaningful interaction, building an online learning community that reflects the real needs of learners. Thus, they must be able to understand the motivation of their learners' group. They are challenged also by the multicultural dimension of this open way of learning, which means mostly a different worldview as reflected by cultural dimensions, different communication practices as reflected in high or low context communication and communication skills and finally different technological skills. The designers and trainers must enable a heterogeneous group of people to walk together through the course, creating a sort of third culture characterised by the ability of understanding foreigners according to foreigners' standards.

This requires not only a certain knowledge of mankind but also the ability to utilise technological facilities and tools in the best way. The book describes several tools to create an effective learning environment, illustrating the best and most appropriate use of each of them: different synchronous and asynchronous communication resources are explained, software tools designed for special purposes are presented, rule of web usability are refreshed. In addition, assessment methods for testing learners' knowledge, course quality and programme satisfaction are analysed, and some analytical tools are proposed.

The book is definitely a useful information source for web‐based course designers and trainers offering a broad analysis of all aspects of this emerging field.