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Defines “open learning” and related terms, especially “flexible learning”. These terms focus on the provision of choice to individuals, over various aspects of the learning process. Describes critical stages in the evolution of open learning, including the Open University, National Extension College, collaborative developments with further and adult education colleges, the Open Tech Programme and the Training Agency′s flexible learning project in schools. Reviews progress in applying open learning: much has been achieved in extending learner autonomy, through the development of packages, associated support systems, and information technology. The national vocational qualifications framework requires the deployment of open approaches to learning delivery. Finally, surveys current challenges to the education and training systems and outlines responses to these, based on the achievements of open learning.

Lifelong learning has come to involve a variety of learning experiences. These include conventional campus teaching, workplace open learning, modular flexible learning programmes, correspondence‐based distance learning courses, and most recently Web or multimedia‐based courseware. This paper considers the use of multimedia environments for open, flexible and distance education, in particular a learning environment known as the “Virtual University” as part of a process of lifelong learning. A comparison of different modes of learning is made. The Virtual University consists of virtual lectures, virtual seminars, virtual tutorials and virtual exams. It has a number of advantages over both formal lectures and conventional open learning materials, such as interactivity, adaptation, simulation, demonstration and integration. A questionnaire survey was conducted to assess the effectiveness of the Virtual University, and the results indicate an enhancement of the overall learning experience.

This account aims to introduce contrasting perspectives on teaching and learning methods, and to detail the growth of new forms and vocabularies of access to learning. As we move towards the new millennium, the development of national, yet diversified, credit frameworks and systems will provide an essential underpinning for the organisational culture that will be needed to sustain the wellbeing and growth of the educational system. These new systems are already being incorporated into the practice of ‘virtual’ education. Lifelong learning has widespread support across the social and political spectrum and its importance can hardly be over‐stated as we seek to maintain competitiveness in a changing world. Increasing knowledge and understanding to serve both the needs of the economy and of individuals to play a major role in democratic life has become an agenda of necessity as well as desire. An open society requires open systems of knowledge. A prognosis for the future is submitted where the significance of part‐time modular and open flexible learning is evaluated in terms of a curriculum rooted in useful knowledge and competences, acquired at different sites of learning, including the workplace. It is argued that modular structures, using the potential offered by credit accumulation and transfer to different institutions with different missions, can transcend and transform the learning opportunities for students in a mass system of higher education which is rapidly becoming part of a global market economy and society. Continuous lifelong learning involving its key features of open access, recognition of learning wherever it takes place and the growth of new learning networks and partnerships, is at the conceptual heart of the development of the virtual university.

The study reports the views of Parcelforce managers who are undertaking training programmes using distance learning strategies. The programmes of study are well received by all of the managers and a majority of them indicate their preference for such a training strategy. There is a suggestion that some managerial groups may have more difficulty than others in organising their study programmes and most managers have some difficulty in organising their study time. The tutorial elements of the distance education programmes are found to be especially useful and many managers would like these to be extended. Suggestions are made for ways of overcoming the problems and reservations of such learners while still retaining the benefits of the distance‐learning model

As one of a number of new learning technologies, multimedia is increasingly being used in traditional training and development events and also in open and flexible learning modules. With a move towards more flexible working practices, it is necessary to provide a more flexible approach to learning, training and development, particularly with regard to timing, location and the needs of the learner. Multimedia provides that flexibility. Gives educators, and training and development specialists some understanding of what multimedia is by providing a number of definitions and considering the benefits of using multimedia materials. Outlines developing and producing multimedia materials, together with some of the complex legal issues involved in production.

Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on‐job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

The opening of the new library in September 1998 provided Croydon College with a wonderful spacious all‐encompassing learning environment. The 3,000 square metre area contains library services, media production services, flexible learning and open access IT services, flexistudy and careers services. The project, initially described as Croydon’s Millennium Dome, was likened to a swimming pool because of the range of activity and opportunity with a shallow supportive activity end and a deep study end. The design and building of a new library is every librarian’s dream and usually every librarian’s nightmare. This article describes the flexible approach and teamwork that enabled this project to be completed to meet as many differing needs as possible.

This study draws on the experiences of a consortium of UK universities seeking to enhance the quality of undergraduate building education. Their initiative called, student‐centred learning in construction education (SLICE) was funded by the UK government to improve student learning by inspiring and equipping lecturers to develop effective student‐centred learning activities. The benefits of student‐centred and flexible learning are explored and the projects' outputs are described in general. One of the outputs, the “Building Pathology Lecturers' Toolkit” is examined in depth. A review of its content reveals that to be a valuable and practical resource for lecturers, providing them with guidance and ready‐to‐use yet adaptable exemplar learning materials for students. The potential impact of this toolkit and the toolkit programme generally is scrutinised using feedback data from lecturers and students, concluding that the flexible format and content offers considerable opportunities to enhance learning in the building pathology field.