Tomas Engel, Louisa, and Jefferson, Grace (2026) Flexible Learning that Fits: Aligning Delivery with Student Needs in a Regional Australian Initial Teacher Education Program. Australian Journal of Teacher Education. (In Press)

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Abstract

Regional universities serve diverse preservice teacher cohorts with varied learning needs shaped by employment, family responsibilities, and geographic constraints. While flexible learning approaches promise enhanced accessibility and equity, little research examines how structural design, delivery modes, assessment approaches, and support systems collectively influence preservice teachers’ engagement in initial teacher education (ITE). This convergent parallel mixed method study surveyed Bachelor of Education students (n = 113) at a regional Australian university to address: In what ways do structural flexibility, mode of delivery, assessment design, and support ecosystems influence and inform preservice teachers’ engagement with flexible learning at a regional Australian university? Quantitative analysis (Kruskal-Wallis tests) revealed significant variations by mode of study, educational background, course specialisation, and employment: on-campus and mixed-mode students valued face-to-face interaction, while online and Early Childhood Education students favoured synchronous online learning. All groups ranked fully asynchronous learning as the least favourable way to learn to become an effective teacher. Inductive thematic analysis (n = 75 open responses) identified flexible learning design and delivery (e.g., optional/recorded workshops, varied scheduling) and personalised learning pathways (e.g., self-paced content, tailored support) as key enablers. These findings advance our understanding of responsive approaches to flexible learning, showing alignment between delivery and learner profiles can enhance engagement and success for diverse preservice teachers, with important implications for program design and equitable access to ITE.

Item ID:	94194
Item Type:	Article (Research - C1)
ISSN:	1835-517X
Keywords:	Flexible learning; Initial teacher education; Preservice teachers; Online learning; Blended learning; Student engagement; Regional education
Date Deposited:	13 Oct 2026 01:42
FoR Codes:	39 EDUCATION > 3903 Education systems > 390303 Higher education @ 30% 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators @ 70%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 30% 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development @ 70%
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