FLEXIBLE LEARNING: ADMINISTRATION AND SUPERVISION STRATEGIES FOR SATISFACTION AND CHALLENGES

EDUCATION

This literature review explores the complex landscape of flexible learning modalities tailored to meet the needs of working students. It examines the integration of Adult Learning Theory, Transactional Distance Theory, and Social Cognitive Theory, alongside contextual considerations. Adult Learning Theory emphasizes self-directed learning and real-life experiences, enhancing working students' satisfaction and success in higher education. Transactional Distance Theory illuminates the psychological dynamics between instructors and learners, essential for creating inclusive learning environments. Social Cognitive Theory underscores the role of observational learning, self-efficacy, and motivation in shaping working students' learning journey. The review also highlights contextual factors such as employment nature and work schedules, crucial for understanding and addressing the unique challenges faced by working students. Exploring diverse flexible learning modalities provides insights into opportunities and challenges, requiring collaboration and innovation in their design and implementation. Recommendations include investing in technological infrastructure, providing professional development for educators, and fostering a supportive online community. Ultimately, this holistic approach is essential for maximizing the potential of flexible learning modalities and ensuring the satisfaction and success of working students in higher education.

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