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

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