Flexible learning is as simple as it sounds.

Of course, it is the opportunities for learning that are flexible, not the learning itself.    Sometimes the term flexible delivery is used instead, to emphasise that fact.

Flexible learning implies that these opportunities match both the needs of the learner and the particular requirements of the subject.

It implies choice:   in the way the materials are delivered (on paper, on CD, online or whatever);   in the time and place of study; in who should be the teacher / tutor / guide, and how and when (s)he can be accessed;   in the amount of contact with other learners;   in how and when the learning is assessed, and so on.

In practice, total flexibility is more an aspiration than a reality.    Materials are often provided in only one format.    Face-to-face is normally either the dominant teaching mode, or is only available as a limited add-on extra.

You may be able to learn where you want, as with distance learning, though attendance at, for example, an open learning centre may also be required.

But you can normally choose when to study, and often the order in which different topics are studied.

Most learners and educators welcome the growth of flexible learning.    Students learn more successfully if they are more independent and more responsible for their own learning;   flexible learning opportunities facilitate this.

But there are dangers.    Increasing access to education is a desirable social goal.    Giving greater control over learning to students helps to achieve that.    But flexible delivery, according to some at least, may also promote unfettered individualism and choice as the values which ultimately determine the shape of education through the competitive marketing of educational products and processes [1].

Some sources seek to distinguish flexible from open or distance education, for example [2] & [3].    In practice, they are almost interchangeable.

Some dislike the term because they think its use reflects "the extent that education is seen as an industry" [1].

The term is relatively uncommon in both the USA or the UK, despite attempts by the government of the latter to introduce it.    Open learning is preferred in Europe;     distributed learning is commoner in the USA.    But flexible learning does have its adherents (for example [4] or [5]).

In Australasia, however, flexible is the preferred term, both in governmental agencies, such as [6], and elsewhere [7], [8], [9] & [10].