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The flex model is a method of teaching for students who are non-traditional learners. Learning material and instructions are given online and the lessons are self-guided.cite-ref-1[1] The teacher is available on-site. The students work independently and learn to develop and create new concepts in a digital environment. They work in computer labs most of the time. The schedules of learning modalities are customized individually and the teacher-of-record is on-site. Though most of the instructions are given online, the face-to-face support as needed by the student is given by the teacher-of-records and adults through activities such as group projects, small group instruction and individual tutoring.cite-ref-2[2] This model provides the students a flexible learning environment. They are free to arrive and leave the learning premises within the given timing of the day. The teacher in this model acts as a mentor and give equal importance in delivering the proper instruction to the students.cite-ref-3[3]

• Reception

• See also

• References

Flex learning has been shown to have a number of potential advantages and disadvantages for students. Some advantages of flex learning include the ability for students to carry out the learning process at their own pace.cite-ref-2-4-0[4] their attention may be held better,cite-ref-5[5] credit accumulation during the course of learning is facilitated, and the ability for schools to operate at a lower cost compared to alternative schools.

Some disadvantages of flex learning include the demand for larger spaces and many devices,cite-ref-6[6] and for students to have reliable access to digital devices and fast internet.cite-ref-7[7]

• Blended learning

• Distance learning

• Educational technology

• Personalized learning

• Rotation model of learning

• Self-blended model of learning

cite-note-11. ↑ citerefhornstaker2017Horn, Michael B.; Staker, Heather (2017-11-06). Blended: Using Disruptive Innovation to Improve Schools. John Wiley & Sons. pp. 46–47. ISBN 978-1-119-41329-5.

cite-note-22. ↑ "BLENDED LEARNING 101" (PDF). aspirepublicschools.org. 2013-07-22. Archived from the original (PDF) on 2015-02-26. Retrieved 2015-09-19.

cite-note-33. ↑ "Blending Learning" (PDF). www.inacol.org. Archived from the original on 2015-09-15. Retrieved 2015-09-19.{{cite web}}: CS1 maint: bot: original URL status unknown (link)

cite-note-2-44. ↑ citerefpriyagowrishankarPriya, J. Johnsi; Gowrishankar, M. "Blended Learning Approach: Significance of Flex and Self-Blend Models". Constructivism in Teaching and Learning: 178–195.

cite-note-55. ↑ citerefsukumaran2018Sukumaran, Sangita (2018). "Flex-learning - Online or face to face - Learners' freedom of choice" (PDF). Global Bioethics Enquiry. 6 (1): 28–32. doi:10.38020/GBE.6.1.2018.28-32.

cite-note-66. ↑ "Model 1: ROTATION A. Station-Rotation model" (PDF). charterschoolconference.com. Archived from the original on 2015-09-26. Retrieved 2015-09-19.{{cite web}}: CS1 maint: bot: original URL status unknown (link)

cite-note-77. ↑ citerefcarilloCarillo, Franklin John. "Rewards and Drawbacks of Flexible Learning: The Case of Students in Public Higher Education Institution". Edukasiana Jurnal Inovasi Pendidikan: 342–352.