ABSTRACT
Flexible learning has been used as an inclusive term over the last twenty years or so to cover innovative approaches to teaching and learning which offer the learner some form of control over the learning process (Ellington 1997). Such approaches are typically justified in terms of improvements to the quality of learning, enabling access to previously excluded groups or in terms of a curriculum better suited to the achievement of learning outcomes associated with employment and lifelong learning (Bell et al. 1997). They may draw on several concepts for their justification.
