No. 79 (2022): Special Issue: Flexible education in the age of open knowledge

Editors of the Special Issue:

• Jesús Salinas jesus.salinas@uib.es
• Olga Lucía Agudelo oagudelo@aulasamigas.com

Keywords: flexible education, flexible learning, situated learning, instructional design, personal learning environments, flexible learning itineraries

The concept of flexibility is found more and more frequently when talking about higher education and the responses that educational institutions are giving to the demands and pressures to which they are subjected. Flexibility is one of the most important qualities of the new learning environments. It involves giving the student the possibility of actively participating in making decisions about learning and implies a new conception of administrative organization, materials, communication systems, mediation and, above all, of the methodologies to be implemented. Van den Brande (1993) also refers to this when he calls for greater flexibility through adaptability to a diversity of learner needs, models, learning scenarios and media combinations.

This issue pretends to be contributing to the academic community with the compilation and dissemination of research and experiences related to models, curricular design, learning environments, new methodologies, tools and technological resources; as well as other lines of work that serve to consolidate and develop flexible education.