Flexible Learning Design: A Turning Point for Resilient Adult Education

Abstract

Readiness for content delivery is essential in supporting instructional quality at all levels of the education system. The study’s purpose was to explore the effectiveness of implementing flexible instruction during a period of disruption. The research explored ideas of teacher readiness and the characteristics of structured content delivery using teachers from three schools in Montserrat. This multiple case study examined the importance of administrative support and the teachers’ mentoring and direction for teaching within a flexible approach. The research used surveys and focused group interviews for collecting the participants’ perspectives and reflections on online teaching. Critical comparisons between the preference for in-class, face-to-face, and flexible learning helped to determine best practice implementation opportunities. The study results suggested that (a) professional development improves teacher readiness for flexible engagement and (b) Ongoing coaching and mentoring are critical for maintaining student engagement in a flexible learning environment. The recommendation is that institutions interested in implementing new learning pathways should utilize a guiding framework for professional development that reduces teacher readiness gaps and implement ways to realize key performance indicators (KPIs) through coaching and mentoring strategies. This research is vital for opening a new perspective for educators and policymakers on effectively planning for sustainable education in small states, both now and in the future.