Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.10.26

Keywords:

flexible deadlines, proactive extension, assessment, inclusion

Abstract

Traditional course deadline policies uphold the myth of the “normal” student, assuming students face few and equal barriers to completing work on time. In contrast, flexible deadline policies acknowledge that students face unequal barriers and seek to mitigate them. Flexible deadline policies maintain structure while transferring some decision-making power from the instructor into the hands of the student. These practices align with current pedagogical movements in higher education that seek to empower all students to meet learning goals. This study explores student perspectives on, and use of, proactive extensions built into a recent university course. We compare extension use in low-stake, high-stake, individual, and team assignments; observe how extension use changed over the term; and examine student self-reported responses about the policy. Students unanimously agreed that the proactive extension policy was valuable to their learning. They reported that the proactive extensions enabled them to improve the quality of their work and to better manage their academic workloads, acting as self-regulated learners. They also frequently described reduced stress as a benefit. Extensions generally appeared to be used as needed rather than encouraging procrastination. Students also identified that the need to request extensions in other courses was a barrier. The instructor of this course also benefitted from implementing this policy. Faculty should consider implementing flexible deadline policies to improve student learning experiences and to contribute to a more equitable and inclusive learning environment.

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Author Biographies

Melissa Hills, MacEwan University

Melissa Hills is an associate professor in the Department of Biological Sciences at MacEwan University (CAN). She uses the scholarship of teaching and learning as a means to interrogate her teaching practices and advocate for inclusive learning in higher education.

Kim Peacock, NorQuest College

Kim Peacock is currently an instructional designer at NorQuest College (CAN) with extensive experience as an instructor and educational developer. She is passionate about working with instructors to create the best possible learning experiences for all students.

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Published

2022-07-11

How to Cite

Hills, Melissa, and Kim Peacock. 2022. “Replacing Power With Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences”. Teaching and Learning Inquiry 10 (July). https://doi.org/10.20343/teachlearninqu.10.26.