New Flexible Designs and Modes of Organization in Higher Education: The Construction of Personal Learning Paths

Abstract

One of the ways to incorporate learning strategies that promote flexibility, autonomy and responsibility in the context of adaptive sequencing of the curriculum to learners' differences is to design flexible learning paths. This study approaches this concept from the perspective of learning design, presenting a structure of interchangeable learning sequences that allow the configuration of personal paths by the students themselves in a process of co-design. A Likert-type questionnaire is used to analyse the general assessment of the experience, of the autonomy and control of the process, of the personal learning itineraries themselves and of the learning sequences. The results show a high score of each of the dimensions by the students. From the discussion of these results, some design principles on the configuration of learning paths and student participation have been drawn. It is concluded that the co-design process as well as the characteristics of flexible learning paths to facilitate personalisation are valuable methodological proposals.