ABSTRACT
COVID-19 has recently driven a shift in formal education environments through the transition from on-campus to online learning. The urgency of this transition has challenged the traditional perception of what a higher education experience should look like for educators and higher education institutions. However, flexibility in the delivery of formal education environments is not new. This paper explores the development of flexibility as a concept within higher education against an established flexibility framework. This paper adapts the 'Roberts Model' to reflect contemporary definitions of flexibility and uses this adapted framework to evaluate 12 online courses to validate/moderate. It then considers the implications for institutions who are increasingly exploring online delivery models appropriate for the contemporary student.