Hello,

I am sharing with you some useful resources for your reference.

Article Defining student learning experience through blended learning

https://www.journalppw.com/index.php/jpsp/article/view/7861

Article The effect of blended learning on students achievement perce...

Article Facilitating Flexible Learning by Replacing Classroom Time W...

Very interesting question, but,...

I think the first, primary question is: what is flexibility?

After its definition one can find dimensions, indicators, etc, to try measure it.

I think, that flexibility and openness are related concepts. But openness is not fully and formally defined (at least no for every kind of open issue).

Hi! I have no validated model for measuring flexibility, but I have in a way worked a lot with the question of blended learning and flexibility of studying and teaching. A key focus for me is time, not place. Check the a) pedagogical and technical design of the synchronous and asynchronous modalities of a course. B) the design of the shifts between these time modalities and c) theindividual students freedom to navigate inthis designed course landscape.

However, this is all soon old, when learning analytics and adaptive learning comes more into use, and the information-processing capacities of the digital can be used, not only the information-friction-decreasing capacities of ICTs, old and new.

you can check the following thesis and articles:

Thesis From blended learning to learning onlife - ICTs, time and ac...

Article A time based blended learning model

Article Blended learning: the new normal and emerging technologies

Conference Paper Using Philosophy of Information to look at teaching, technol...

Flexibility can be measured through students' questionnaires about their opinions of the course

As mentioned above by Guerrero-Proenza, it is absolutely relevant to identify and define what sort of flexibility the question refers to. Is it about the amount of asynchronous moments std dedicate to their learning? or maybe it refers to the completion of tasks? Perhaps it refers to the assessment flexibility proposed to std, or even to a std's possible choice of issues in the curriculum? By narrowing down what is meant by "flexibility" I believe answers may arise sooner.

As mentioned above by Guerrero-Proenza, it is absolutely relevant to identify and define what sort of flexibility the question refers to. Is it about the amount of asynchronous moments std dedicate to their learning? or maybe it refers to the completion of tasks? Perhaps it refers to the assessment flexibility proposed to std, or even to a std's possible choice of issues in the curriculum? By narrowing down what is meant by "flexibility" I believe answers may arise sooner.

As mentioned above by Guerrero-Proenza, it is absolutely relevant to identify and define what sort of flexibility the question refers to. Is it about the amount of asynchronous moments std dedicate to their learning? or maybe it refers to the completion of tasks? Perhaps it refers to the assessment flexibility proposed to std, or even to a std's possible choice of issues in the curriculum? By narrowing down what is meant by "flexibility" I believe answers may arise sooner.

As mentioned above by Guerrero-Proenza, I agree it is absolutely relevant to identify and define what sort of flexibility the question refers to. Is it about the amount of asynchronous moments std dedicate to their learning? or maybe it refers to the completion of tasks? Perhaps it refers to the assessment flexibility proposed to std, or even to a std's possible choice of issues in the curriculum? By narrowing down what is meant by "flexibility" I believe answers may arise sooner.

A book as reference https://books.google.com.br/books?id=uDHEDwAAQBAJ&pg=PT18&dq=what+is+flexibility+in+education&hl=pt-BR&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjPr_eQjIX5AhX_JLkGHVjfDpAQ6AF6BAgHEAI

A well equipped visual library with modern technological facilities can measure flexibility of learning if every other factors are in control

I agree with @Anders Norbert that it is more concerned with time and not place.

I think you need to identify your variables? and define words so you can focus on the direction of the problem.

The cost of this type of education can be measured based on the economics criteria of education

Technology affordance(s) can measure flexibility in a blended learning curriculum in situations whereby the audience has the capability to afford available mobile devices, laptops, desktop computers gadgets, purchase of internet data, and all other necessary facilities to be used for Blended learning purposes.

Therefore, the flexibility of the blended learning curriculum can be measured in different levels;

1- according to the 3 levels of social stratification of its audience....Low income parents, Middle class, High class

2- 2 levels of Environmental Location- Rural and Urban

It should be used to measure the quality of education being imparted on the students

Can the price of digital tool/s be a factor in curriculum flexibility? Will the whole institution be measured or just the learners, a particular major, or a particular subject? If institution-wide, ask your IT manager on Big Data and the hardware your institution is using and locate/narrow down to the students' access to a curriculum/lessons and the amount of time they spent including lag time.

If it has something to do with the learner's end, access in terms of internet speed, router, WiFi, data plan, etc. can be used as variables vis-a-vis download and upload speeds on the learner's devices?

In my experience, iPhones and Android perform the same whether in blended F2F or online.