Both economic and educational imperatives underpin the evolution of innovative strategies to promote flexible learning in educational environments. The challenge facing academics is to maintain the quality of education and student learning autonomy, within an educational environment subject to increasing resource limitations and budgetary constraints.

Students’ and employers’ needs are quite different from those that existed in the past. In order to respond to and recognise these changes and demands, educators need to be aware of this, to be informed and to be empowered through training. The avalanche of technologically based instructional tools available to educators everywhere is overwhelming. New technologies require people who will use them, so displacing conventional practices, relationships and ways of defining individuals’ existing educational paradigms.

There is little doubt that Internet-based computer mediated communication technologies are shaping the future of higher education (Brandon and Hollingshead 1999, 1). Educators face substantial challenges in developing innovative approaches to teaching. This will require reconciling technological and pedagogical approaches to teaching and learning and at the same time the fulfilment of students’ needs in an effective and stimulating learning environment is required.

This paper will discuss some issues associated with students’, academics’ and academic managers’ perceptions of three different innovative approaches to flexible learning.

From a strategic management and faculty planning perspective clear definitions of objectives, strategy, management, funding, technical infrastructure, collaboration and quality assurance processes are imperative for success. However a wide range of benefits may be obtained from adopting a flexible approach to teaching and learning that have a direct benefit to all involved.