FocusTeacher-directed blending of face-to-face and online learning
Principal MetaphorsThe Flex Model of Learning is not explicit about or aligned with any theory of learning. In our analysis, its direct references to learning are most often suggestive of Folk Theories:
- Knowledge is … material
- Knowing is … mastered material
- Learner is … an accumulator (individual)
- Learning is … acquiring
- Teaching is … mentoring, facilitating
SynopsisThe Flex Model of Learning encompasses learner-directed blends of on-screen and face-to-face learning. Student schedules are flexible and individually customized. Most instruction is online, with the teacher serving more as an on-site resource with responsibilities of overseeing group projects, offering small-group instruction, and providing individual tutoring.
CommentaryWhile the Flex Model of Learning may address the learning preferences of some while lowering some of the costs of formal education, it does little or nothing to interrupt the curriculum emphases and power structures of traditional schooling. That is, the model can be construed as perpetuation of entrenched practices that is perpetrated until the banner of learner-centered practice.
Authors and/or Prominent InfluencesDiffuse
Status as a Theory of LearningThe Flex Model of Learning is not a theory of learning.
Status as a Theory of TeachingThe Flex Model of Learning is a perspective on influencing learning, but it is not a theory of teaching.
Status as a Scientific TheoryThrough research associated with some of its near relatives, Flex Model of Learning can be said to be supported by some empirical evidence. However, its proponents do not appear to be at all attentive to the metaphors and other theoretical commitments that drive the discourse. As such, it does not meet our criteria of a scientific theory.
Please cite this article as:
Davis, B., & Francis, K. (2019). “Flex Model of Learning” in Discourses on Learning in Education. https://learningdiscourses.com.
⇦ Back to Map
⇦ Back to List