[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598835-105":59,"doc-detail-598835-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","flexible-learning-strategies-in-first-through-fourth-year-courses","Flexible Learning Strategies in First through Fourth-Year Courses","","Flexible Learning (FL) is presented as a pedagogical approach that increases flexibility in time, place, and audience while not being limited to technology. The work outlines three course-focused themes—course design objectives and aspects, evaluation and assessment, and challenges and improvements—supported by examples across digital assignments, iClicker quizzes, curated learning resources, and formative feedback methods. It emphasizes transferability for educators seeking higher student engagement and learning environments mirroring real-world uncertainty.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flexible-learning-strategies-in-first-through-fourth-year-courses/598835/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flexible-learning-strategies-in-first-through-fourth-year-courses/598835.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is Flexible Learning (FL) defined in the document?","Question",{"text":112,"@type":113},"FL is described as a pedagogical approach that allows flexibility of time, place, and audience and is supported by strategies that increase the diversity of learning contexts. In the Faculty of Land and Food Systems, FL is defined as strategies enabling course-specific learning objectives through pedagogical and logistical flexibility.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What three themes structure the course strategies described?",{"text":117,"@type":113},"The document organizes FL strategies around three themes: objectives and aspects of course design, evaluation and assessment, and challenges and improvements.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of strategies and tools are provided as examples of FL?",{"text":121,"@type":113},"Examples include digital media-based assignments, iClicker and online quizzes, librarian-created tutorials with copyright-cleared readings, Calibrated Peer Review as formative feedback, TurnItIn for self-review, and collaborative wiki or community work through CBAR/CBEL.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598835,1792170770,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Flexible Learning Strategies  \nin First through Fourth-Year Courses  \nAlice Cassidy, Guopeng Fu, Will Valley, Cyprien Lomas, Eduardo Jovel, and Andrew Riseman  \nUniversity of British Columbia  \nFlexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librariancreated tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.  \nIntroduction  \nWepepdraegsoengitcalhoawpprFoleacxhiblaelloLwanrgnifnglexib(FiliLty), oaf  \ntime, place, and audience, including the use of technologies (Khan, 2007), is integrated within a core curriculum of 1st through 4th year courses in the Faculty of Land and Food Systems (LFS) at the University of British Columbia. We first introduce Flexible Learning, its various definitions and attributes, and describe what has been done by others. After a brief overview of the history of FL within the faculty, we share examples of FL strategies applied in four courses in the Land, Food, & Community (LFC) Series (core series), from 1st through 4th year.  \nDefinitions of flexible learning  \nSociety for Teaching and Learning in Higher Education (STLHE) session participants, when asked  \nwhat Flexible Learning meant to them, answered with many different attributes and ideas. Posting to a live in-session wiki site, participants provided the following attributes: multiple learning strategies, stakeholders, choices of assessment, and instruction; different places and spaces such as field trips, farms, industry, and community; and keywords including student centered, flexible access, constantly evolved, adaptable, and emphasis on learning ([go.library.ubc.ca/s5fnGK](go.library.ubc.ca/s5fnGK)).  \nSimilar to many topics in teaching and learning, participants used different terms synonymously. For example, project based learning, blended learning, mixed mode, flipped classroom, experimental, and democratic learning were all used in reference to FL.  \nDefinitions provided by the UBC ’s strategic plan, Place and Promise: The UBC Plan (University of British Columbia, 2012), which emerged through  \nconsultation with faculty, staff, students, alumni, and community members, identified improving student learning as the number one strategic priority for the future of UBC. One operational action in support of this priority included implementing the Flexible Learning Initiative, a campus-wide, multi-pronged strategy. UBC’s Flexible Learning Initiative is designed to involve instructors, students, and offcampus stakeholders in enhancing the educational experience at our institution.  \nThe Initiative defines FL for instructors as“evidence-based, technology-enabled teaching methods that improve the learning experience for abroader student community”; for students, it is presented as “more choice, engagement and success”; and for all stakeholders, it is offered as “an evolving portfolio of activities and resources transforming education at UBC” ([flexible.learning.ubc.ca/](flexible.learning.ubc.ca/)) . The UBC website also includes research papers, case studies","cbCainOwGoWORVOn","https://ap.wps.com/l/cbCainOwGoWORVOn","pdf",229181,12,"English","# Introduction\n# Definitions of flexible learning\n## Stakeholder attributes and shared terms\n## UBC Flexible Learning Initiative definitions\n# Flexible Learning in LFS and the LFC course series\n## Pedagogical and logistical flexibility\n## Overall objective and uncertainty-based learning\n# Purpose of the Land, Food and Community (LFC) series","[{\"question\":\"How is Flexible Learning (FL) defined in the document?\",\"answer\":\"FL is described as a pedagogical approach that allows flexibility of time, place, and audience and is supported by strategies that increase the diversity of learning contexts. In the Faculty of Land and Food Systems, FL is defined as strategies enabling course-specific learning objectives through pedagogical and logistical flexibility.\"},{\"question\":\"What three themes structure the course strategies described?\",\"answer\":\"The document organizes FL strategies around three themes: objectives and aspects of course design, evaluation and assessment, and challenges and improvements.\"},{\"question\":\"What kinds of strategies and tools are provided as examples of FL?\",\"answer\":\"Examples include digital media-based assignments, iClicker and online quizzes, librarian-created tutorials with copyright-cleared readings, Calibrated Peer Review as formative feedback, TurnItIn for self-review, and collaborative wiki or community work through CBAR/CBEL.\"}]","Flexible Learning Strategies in First through Fourth-Year Courses | PDF",1792087690]