Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts towards flexibility. The collection is international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on questions that include: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail? In addressing these and other issues, the authors offer a wealth of theoretical insights and a frank assessment of their practical experience. Their report from the trenches will be invaluable to anyone seeking to broaden the reach of higher education.

Globalisation and technology are altering our views on education and educational offerings.
Technology has given birth to many new avenues for learning. To name a few, online learning,
teleconferencing, the Internet, computer assisted learning (CAL), web-based distance learning
(WBDL) and other technologies currently exist. In turn, they have helped to coin the term
“blended learning” (BL), and although the term is still ill-defined, BL has entered into the
training and education scene and is gaining popularity. BL is no longer a fad but is now
expanding and getting established, although rapidly changing. When an institution makes the
critical choice of delivery methods, it needs to consider various factors. One in particular that
this article advocates is the need to understand the students as the primary educational client,
their perspectives and experiences, and the learning support mechanism for effective learning
outcomes. This qualitative study reports in some detail the experiences of a small group of
postgraduate learners as they progress through their Masters and Ph.D. courses at Universiti
Utara Malaysia (UUM), Malaysia. The paper looks at learning as described by the learners – it is
their story, their experiences and their perspective on graduate learning experiences at the institution. In
particular, this paper looks at BL and what that entails to the learners. From these findings,
conclusions have been drawn regarding the role of learning support to facilitate BL and the
provision of better educational experiences and outcomes at UUM. This article offers several
suggestions and a discussion on the broader applications of the BL framework and the readiness
of the UUM students for its implementation. (Authors' abstract)