Morten Brekke

• Brekke, Morten; Slinning, Emma Nesdal & Fernando, Jack Luis (2025). Peer learning: Professor and Students unite in a flexible bridging mathematics course. I Thiele, Kathrin & Bender, Gabriela (Red.), The 22nd SEFI Special Interest Group in Mathematics Seminar: Innovations in Mathematical Education for Engineers: Bridging Past, Present, and Future. Société européenne pour la formation des ingénieurs (SEFI). s. 113–119. doi: https:/www.sefi.be/publication/mathematics-sig-seminar-2025-proceedings/. Fulltekst i vitenarkiv Vis sammendrag

  This contribution details the transformation of our six-week intensive mathematics course from a traditional on-campus format, featuring half-day lectures and training sessions with a final written exam, to a more flexible structure incorporating pre-recorded videos and a portfolio of digital tests, with a minimum passing requirement of 60% on all tests. The course is offered both on campus and online, emphasizing independent learning through self-paced study, digital resources, and interactive problem-solving sessions. The teaching was organized and conducted by three learning assistants who provided support and conducted lectures on demand. The course is designed to ensure a smooth transition to engineering mathematics, specifically Calculus 1. We aimed to compare the performance of students in Calculus 1 who completed this redesigned course with those who followed the traditional summer course. This paper presents the results of this comparison, along with insights from semi-structured interviews with both campus and online students to understand their experiences.

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• Brekke, Morten (2025). Lecturing on Demand: Empowering Students to Take Initiative in a Flipped Classroom. Fulltekst i vitenarkiv Vis sammendrag

  This contribution outlines how universities can support students in acquiring fundamental mathematical skills, to help them succeed in economics or other disciplines where mathematics serves as a foundational subject. At our university, there has historically been an unacceptably high failure rate in mathematics courses for economics and engineering students. To address the challenge of underprepared students entering engineering programs, two bridging mathematics courses have been restructured to emphasize flexible, student-centred learning. The redesigned courses integrate digital resources, formative assessment, and peer-led instruction to foster mathematical competence and self-regulated learning. Early results indicate improved student outcomes and reduced failure rates in engineering calculus.

• Brekke, Morten (2025). Lecture on demand at a bridging mathematics course. Fulltekst i vitenarkiv Vis sammendrag

  This contribution details the transformation of our second bridging mathematics course (MA-007), which follows the six-week intensive mathematics summer course (MA-006) for students with university entrance qualifications who lack mathematics, as well as for students with vocational certificates. Students must pass these courses to continue their bachelor's programs in engineering. MA-007 runs parallel to the ordinary engineering mathematics Calculus 1 course (MA-178). Both MA-006 and MA-007 are structured with pre-recorded short videos and three tests in STACK, requiring a minimum of 60% on all tests to pass. The courses are offered both as campus courses and fully online courses, focusing on independent learning through self-paced study, digital resources, and interactive problem-solving sessions on campus. MA-007 includes two-hour lectures and four hours of exercises with teaching assistants weekly. Lectures are given only upon student request, with topics notified by 12:00 the day before the lecture. If there are no requests, office hours are held for questions and assistance in the coffee bar during the scheduled lecture time.

• Brekke, Morten (2025). To survive, universities need to rethink how they do things. doi: https:/www.universityworldnews.com/post.php?story=20250228120922174. Fulltekst i vitenarkiv Vis sammendrag

  We live in a highly disrupted world of ongoing wars, political instability, trade barriers, fake news, social media, influencers and artificial intelligence. Where do higher education institutions stand in relation to this? While they will never compromise on academic freedom and their knowledge-based foundations, they have faced numerous ‘unthinkable’ challenges with regard to teaching and learning over the past six years. These include COVID-19, the rise of micro-credentials and ChatGPT and, to some extent, stricter regulation of universities by governments and political leaders.

• Brekke, Morten (2025). HEI’s delivering flexible courses to soceity, easy-peasy or not??? doi: https:/www.eua.eu/events/eua-events/2025-european-learning-teaching-forum.html. Fulltekst i vitenarkiv
• Brekke, Morten (2024). SEFI MSIG The Mathematics Special Interest Group. Fulltekst i vitenarkiv Vis sammendrag

  Information about how SEFI MSIG works.

• Brekke, Morten; Amaral, Carla Maria & Cravina, Jose (2024). Flexible learning and teaching: what, how, and does it work? Fulltekst i vitenarkiv Vis sammendrag

  Flexible learning means dynamic learning, and each higher education institution can find an individual definition and focus. Flexible learning paths refer to dynamic approaches in education that adapt to individual learning needs. These paths allow for personalized journeys, with different learning styles, paces, and preferences. By incorporating a mix of online and traditional methods, flexible learning emphasizes student autonomy, promotes self-regulation, and decision-making. It involves innovative curriculum designs, including technology and interactive resources. Teachers play a crucial role in guiding and supporting students along these paths. The goal is to create a learning environment that meets the diverse needs of an increasingly diverse student population. We will explore various challenges institutions face and provide recommendations to guide further development for institutions, where flexibility emerges as a cornerstone for academic success

• Brekke, Morten (2024). Utdanningskvalitet: Undervisningskvalitet og læringsmiljø. Fulltekst i vitenarkiv
• Brekke, Morten (2024). Flexible learning and teaching: an opportunity for growth. Fulltekst i vitenarkiv
• Brekke, Morten (2024). MatRIC “From birth to toddler to teenager to adulthood”. Fulltekst i vitenarkiv
• Brekke, Morten (2023). Vurderingsformer, kan vi tenke annerledes om dette? Fulltekst i vitenarkiv
• Brekke, Morten (2023). Samskaping mellom ansatte og studenter. doi: https:/uia.pameldingssystem.no/samskaping-med-studenter. Fulltekst i vitenarkiv Vis sammendrag

  UiA skal være et samskapingsuniversitet. Dette kan blant annet innebære at studenter inkluderes i utforming av undervisning og deltar i forskningsprosjekter. I dette seminaret får vi innblikk i hva slik samskaping kan innebære. Hva kan dette gi, og hva står på spill når akademikere og studenter skal samarbeide? Hvilke betingelser bør være til stede for å lykkes med samskaping med studenter?

• Brekke, Morten (2023). Transforming Mathematics teaching - the how? doi: https:/www.sems.qmul.ac.uk/events/6351/transforming-mathematics-teaching-the-how-joint-creme-bagles-seminar. Fulltekst i vitenarkiv Vis sammendrag

  In this first part I will briefly introduce MatRIC, its mission and overall achievements. MatRIC (Centre for Research, Innovation and Coordination of Mathematics Teaching) is a National Centre for Excellence in Education in Norway appointed in 2014. Its vision is “Students enjoying transformed and improved learning experiences of mathematics in higher education”. I will show examples of how we have tried to transform and improve learning experiences of mathematics in higher education . In this part II will focus on a design sprint project in engineering mathematics. We have struggled with failure rates of over 40 percent in mathematics in our engineering education for several years. Several measures have been tried without significantly affecting the failure rate. In the spring of 2022, the dean of the faculty decided that something drastic needed to be done and decreed that a one-week design sprint should be conducted to change the way the calculus course was taught. The change was to be based on experiences from a previous pilot carried out by MatRIC. The idea was to change the assessment of the course from a final exam to conducting sub-tests during the course. The development of this assessment method was carried out during the design sprint, where the mathematics academic community, along with the examination office, Canvas responsible, and study administration, worked together for five days. During this time, clarifications were made about the regulations and rules within the examination regulations, IT systems, and Canvas.

• Brekke, Morten (2023). Staff development for high quality learning and teaching. Fulltekst i vitenarkiv
• Brekke, Morten (2023). STACK design sprint project, failure rate down from 44% - 12%. Fulltekst i vitenarkiv
• Brekke, Morten (2023). Hva har det å bli merittert underviser har betydd for meg personlig og for UiA. Fulltekst i vitenarkiv
• Brekke, Morten (2023). Hva forventes av oss? Kan vi si noe om framtiden? Fulltekst i vitenarkiv Vis sammendrag

  Om læreres rolle i en tid der vi "tvinges" til endring i pedagogisk opplegg.

• Brekke, Morten (2023). Matematikk i ingeniørutdanningen – disiplin vs. program. Fulltekst i vitenarkiv
• Brekke, Morten; Gjesteland, Thomas & Landgärds, Ida Maria (2022). Erfarne studenter er løsningen for tidenes viktigste førstesemester 2022. Fulltekst i vitenarkiv
• Brekke, Morten (2022). Transforming Mathematics teaching – why and how? Fulltekst i vitenarkiv Vis sammendrag

  In this talk I will show examples of why and how we have tried to transform and improv learning experiences of mathematics in higher education. I have from 2014 worked as a coordinator for two networks in MatRIC: Video Teaching and Computer Aided Assessment. MatRIC - Centre for Research, Innovation and Coordination of Mathematics Teaching is a Centre for Excellence in Education in Norway. MatRICs vision is “Students enjoying transformed and improved learning experiences of mathematics in higher education”. Then in 2019 I moved to a position as Vice-rector for education at University of Agder. In this position I lead the Academic Affairs Committee. Leads the work developing a strategy in the priority area Learning and Education for the Future, with special emphasis on developing a future oriented educational leadership. With this in mind, I will try to draw the line of moving from a developer of new teaching methods using digital tools trying to inspire colleagues, to then be the educational leader at our university to have the responsibility (and power) to ensure that we fulfil the universities strategy of teaching. In Norway the culture for teaching in higher education is typically based on lectures and a final written school-exam. This is what I call curriculum-based teaching. We check procedure and facts and not learning outcomes. In my opinion we do not fulfil the requirements from the Norwegian framework of engineering. An example from my experience with changing mathematics teaching to the Bachelor program of electronics will be given. As well as a project in corporation with the School of Business and Law at our University. A forty percent fail rate in mathematics for future economists inspired MatRIC to get to the core of the problem: insufficient prior knowledge. I will describe how we now are down to 11 percent fail rate and improved grades. The pandemic has been a gamechanger for us. MatRIC brought teachers in Norway together to discuss digital teaching. We were able to support our students during the corona lockdown. Lecturers and tutors in mathematics were just keystrokes away. Teaching and MatRIC's drop-in for mathematics support moved to digital platforms. But the biggest issue was moving from school-exam to home exam. Dealing with loss of control, collaboration between students, cheating has been and is a big challenge especially in mathematics. As Vice-rector for education there was a several decisions that had to be made about exams, most of them unpopular. I have initiated general seminars/webinars for lecturers and for mathematics we have just had a one-week design sprint where staff was “forced” to come up with a plan for exam and assessment for next semester.

• Brekke, Morten (2021). Part 1: High “fail rate” inspired math project Part 2: How MatRIC support really helps during “lockdown”. Fulltekst i vitenarkiv
• Brekke, Morten (2021). Mer vurdering, mindre læring. Fulltekst i vitenarkiv
• Brekke, Morten (2020). The Coronavirus Kick-starts a New Digital Teaching Reality. Fulltekst i vitenarkiv Vis sammendrag

  Universities has shut down and gone into exception mode for an indefinite corona time. We are in exception mode, but even though our campuses are closed, we are still delivering teaching. All teaching is now digitally and online, and exams will also be digitally and online. Our university are now well out of exception mode. Over the last few weeks, we have replaced the lecture hall and classroom with the digital classroom. “The unusual is now common. The exception is becoming normal”. No one could predict this dramatic change, but at our university we are well equipped to handle it. The changes are well supported by academic staff, a well-functioning IT staff and administration that from their home office, provides the right technology, software and training for staff and students. Our staff has been working hard over to ensure that this spring's digital exam is as safe and of the same quality as before, even though it will be digital and online. There is reason to believe that many of the changes we are now seeing will improve teaching in the future. Now is the time to discuss basic questions about what learning really is in a digital age. We need to gain experience and learn from today's distance education so that more people can take education without having to gather in regular classrooms. My most important experience is that good learning depends on dialogue between student and lecturer. This is a major challenge in the digital classroom. What happens when the corona epidemic is over? What have we learned and what will enable us to develop new forms of learning and knowledge development? How can we enhance our digital skills? And how do we preserve the values and cultural understanding that emphasize meeting, being together and learning together? Across the world, experiences are now made on how digital teaching can be used in the best possible way. This talk will reflect on what happened, what next from a leader of higher education, but with more that 20 years of experienced as a “digital teacher”.

• Brekke, Morten (2019). Innovasjon i undervisningens betydning for å bli merittert underviser. Fulltekst i vitenarkiv
• Brekke, Morten (2019). Forskning på egen undervisning og merittert underviser. Fulltekst i vitenarkiv
• Brekke, Morten (2019). Eksamens- og undervisningsformer med fokus på digitalisering. Fulltekst i vitenarkiv
• Brekke, Morten (2019). «Nye» undervisningsmetoder. Fulltekst i vitenarkiv
• Brekke, Morten (2019). Hvordan kan vi som ledere inspirere til god undervisning? Fulltekst i vitenarkiv
• Brekke, Morten (2019). ”Utfordringer med å nå de matematiske kompetansemål”. Fulltekst i vitenarkiv
• Brekke, Morten (2019). Pre-university mathematics courses are not rocket science – they would be so much easier if they were! Fulltekst i vitenarkiv
• Brekke, Morten (2019). Blended Learning in Calculus. Fulltekst i vitenarkiv
• Brekke, Morten (2019). Undervisningkvalitet og karrièreutvikling. Fulltekst i vitenarkiv Vis sammendrag

  Del 1, 09:00-11.30: Fagdel, med tema · Video og digital vurdering · Programmering i den ingeniørfaglige basisdelen av ingeniørutdanningen · Teambasert undervisning Del 2, 12:00-14:00: Karriereutvikling, med tema · Kollegavurdering før opprykk · Hvordan utnytte prosjekter i opprykkssammenheng · Samarbeid og seminarer som kan bidra

• Brekke, Morten (2019). Student Active Learning in Mathematics and Statistic at University of Agder (UiA). How do we implement programming to our engineering students? Fulltekst i vitenarkiv
• Brekke, Morten (2019). Establishment of a new Norwegian STACK community within MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2019). Utvikling og oversetting av selvrettende oppgaver fra STACK for å bedre studentenes læring i matematikk. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Deling av god utdanningspraksis i matematikk på tvers av institusjoner. Fulltekst i vitenarkiv
• Brekke, Morten (2018). DEVELOPMENT OF NEW CONTENT IN MATHEMATICS FOR PRE-CALCULUS STUDENTS USING STACK AT UNIVERSITY OF AGDER. Fulltekst i vitenarkiv
• Brekke, Morten (2018). NEW PRE-COURSES IN MATHEMATICS FOR ECONOMY AND ENGINEERING USING E-ASSESSMENT SUPPORTED BY MATRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Mine erfaringer fra Meritteringsprosessen. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Erfaringer med Digital eksamen innen tekniske fag. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Inspirasjon til god undervisning. Fulltekst i vitenarkiv
• Brekke, Morten (2018). TEACHING MATHEMATICS FOR ENGINEERS USING SHORT VIDEOS AND DIGITAL ASSESSMENT TOOLS. Fulltekst i vitenarkiv
• Brekke, Morten (2018). TEACHING MATHEMATICS FOR ENGINEERS AS THE NORWEGIAN NATIONAL FRAMEWORK SUGGESTS – IS IT POSSIBLE? Fulltekst i vitenarkiv
• Brekke, Morten (2018). Presentasjon av STACK og Abacus. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Digital approaches to teaching and learning mathematics. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Presentasjon av MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2018). Digital assessment network in MatRIC and my own experience using Computer aided assessment in my teaching. Fulltekst i vitenarkiv
• Brekke, Morten (2017). OM DIGITAL ASSESSMENT NETTVERKET I MATRIC OG EGEN ERFARING MED SELVRETTENDE TESTER I MATEMATIKK. Fulltekst i vitenarkiv
• Brekke, Morten (2017). Innovative teaching of Mathematics turning into research. Fulltekst i vitenarkiv
• Brekke, Morten; Duranovic, Amar; Jevne, A. N. & Sangwin, Chris (2017). Development of teaching-modules in computational Mathematics and STACK in cooperation with students. Fulltekst i vitenarkiv
• Brekke, Morten; Duranovic, Amar; Jevne, Are Nikolai & Sangwin, Chris (2017). Development of teaching-modules in computational Mathematics and STACK in cooperation with students. Nordic Journal of STEM Education. 1(1), s. 79–81. Fulltekst i vitenarkiv Vis sammendrag

  We report a project assigned to two second year bachelor students. They create two modules that first year students in electronics test out in February 2017. In module one they create a small course in Computational Mathematics using Maxima to solve problems in Integration. In module two they create a training course in STACK. STACK is an advanced Computer Aided Assessment system for mathematics which goes well beyond relying on multiple choice and other selected response question types. In particular, random versions of a particular question are generated in a structured mathematical way. The main goal of the project is that, under staff guidance, students create a test in STACK for students in the following year. This is similar to “peer tutoring”, but involves peers in assessment design. The authors believe that it requires one to have a deeper understanding of a topic to make a test for another, and this is therefore a valid task for students themselves to seek to undertake. The teacher and developer of STACK will evaluate the quality of work the first year student groups deliver. The question is whether this approach helps students gain a better understanding of integration

• Brekke, Morten (2016). Teaching Mathematics within electronics engineering without ordinary lectures. Fulltekst i vitenarkiv
• Brekke, Morten (2016). Use of CAA at University of Agder. Fulltekst i vitenarkiv
• Brekke, Morten (2016). Using CAA to set grades in mathematics courses for engineering students in electronics. Fulltekst i vitenarkiv
• Brekke, Morten (2016). Digital Assessment, an overview of suitable Tools. Fulltekst i vitenarkiv
• Brekke, Morten (2016). Modern Mathematics teaching: "It's all digital". Fulltekst i vitenarkiv
• Brekke, Morten (2016). New strategy in teching Mathematics within Electronics. Fulltekst i vitenarkiv
• Brekke, Morten (2016). New way of teaching and integrating Mathematics for engineering students in Electronics. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this report is to show students’ working methods and performance following the introduction of new teaching approaches and integrating mathematics within the programme for engineering students in electronics. In 2014 we started a project to strengthen students' achievement of learning outcomes of the bachelor programme in electronics through integration of mathematics within the study’s technical subjects. The intention is that this will contribute to a better learning process and increased understanding of mathematics.

• Rønning, Frode; Goodchild, Simon; Brekke, Morten; Berthelsen, Maiken & Vidisdottir, Margret Osk (2016). Overgang fra matematikk i videregående skole til matematikk på universitetet. Fulltekst i vitenarkiv
• Brekke, Morten (2016). The history of Digital Assessment Network Group in MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2016). The history of Video Networking Group in MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Lanserer matte-TV. [Journal]. SFU-magasinet. Fulltekst i vitenarkiv
• Brekke, Morten (2015). How to Study Mathematics - Bruk av video. Fulltekst i vitenarkiv
• Brekke, Morten (2015). News from Video-networking Group im Matric. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Erfaring med bruk av digital vurdering og videoforelesninger i matematikk på ingeniørutdanningen ved UiA. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Erfaring med bruk av digital vurdering i matematikk på ingeniørutdanningen ved UiA. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Use of new teaching methods and technology improves performance of engineering students in calculus. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Astronomi - En reise i verdensommet - Nordlys. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Digital assessment and its possibilities, limitations and challenges. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Matematikk i ny innpakning. Bruk av teknologi gir nye muligheter. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Activity of Digital assessment-networking Group in MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Activity of Video-networking Group in MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2015). Digital assessments and its possibilities, limitations and challenges. Fulltekst i vitenarkiv
• Brekke, Morten (2015). „Mathematics video resources – how to find, use and create videos“. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Forslag til ny undervisningsform i Bachelor for elektro på ingeniørutdasnningen ved UiA. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Teaching Maths at University level – My perspective. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Informasjon om matematikkundervisning og rekrutteringsveier til ingeniørutdanningen ved UiA Grimstad. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Digital vurdering i matematikk og videoforelesninger i matematikk. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Presentation of University of Agder and MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Pre-Calc Students from Digital Online Courses, Performance on Calculus Courses at University Level. ISBN 978-963-89559-7-5. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Digital assessment and Video teaching. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Forskningsdagene. En forsker svarer. Fulltekst i vitenarkiv
• Brekke, Morten (2014). An e-Learning Environment for Large-Scale Calculus Courses for Engineering. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Presentation of Digital Assessment & Video Group in MatRIC. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Bruk av digitale tester og digital vurdering i bl.a. matematikk og fysikk. Fulltekst i vitenarkiv
• Brekke, Morten & Somdal, Åsmund Rodvig (2014). Making it easy for teachers. Production of Video-lectures. Fulltekst i vitenarkiv
• Brekke, Morten (2014). Workshop Digital assessment in Mathematics. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Digital eksamen i Calculus med MyLabsPlus. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Transforming Mathematics teaching - the why and how? Fulltekst i vitenarkiv
• Brekke, Morten (2013). Early testing of e-Exams in Calculus at University level. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Digital eksamen i matematikk. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Streaming av forelesning og bruk av digital vurdering i matematikk. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Forskningsdagene. En forsker svarer. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Kavliprisen i astrofysikk 2012:David C. Jewitt, Jane X. Luu og Michael E. Brown. I Nossum, Rolf Tomas (Red.), Agder vitenskapsakademi. Årbok 2012. Portal forlag. ISSN 9788292712955. s. 326–334. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Early testing ot e-Exam. Using MyMathlab for conducting e-Exam in Mathematics at University of Agder. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Videostreaming av forelesninger og e-Eksamen i Matematikk. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Videostreaming av forelesninger i matematikk på ingeniørutdanningen ved UiA. Fulltekst i vitenarkiv
• Brekke, Morten (2013). Realfagskurs på Nett og bruk av videoforelesninger. Fulltekst i vitenarkiv
• Brekke, Morten (2013). "Jenter og Teknologi"- rekrutering. Foredrag om rekruttering av jenter til teknologifagene ved Universitetet i Agder. Fulltekst i vitenarkiv
• Brekke, Morten & Zhang, Therese (2024). Flexible learning and teaching. European University Association. Fulltekst i vitenarkiv Vis sammendrag

  In recent years, demand for more flexible learning and flexibility in learning paths has become a major trend at European higher education institutions (HEIs). According to the European University Association (EUA) Trends 2018 report, 80% of HEIs surveyed across the European Higher Education Area (EHEA) see a need for more flexible provision for degree programmes, and 62% of them confirm a growing demand for short-term (non-degree) learning opportunities. Moreover, more than half of HEIs surveyed have observed increased participation in flexible learning offers over the past three years.1 Nowadays, with some countries (such as Norway and Finland) promoting lifelong learning and continuing education as a national priority, there is a pressure, if not an obligation, for HEIs to engage with (more) flexible learning. However, implementation at institutions may still prove complex: there are no universally agreed standards, and little guidance can be found for HEIs that are struggling to identify what would work for them. Approaches may vary between HEIs in the same country and even between study programmes at the same institution.

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