Many educational institutions have recently started to move some of their course materials online, and then used the terms "flexible delivery" or "flexible learning" both in their everyday discussions and in their promotional literature. However, the use of asynchronous learning technologies does not of itself make for true flexibility in learning. In almost all cases, the flexibility extends to location only. In very few cases does the flexibility extend to the method of learning or the order of the material to be studied; and in almost none does the flexibility extend to any temporal aspects. This paper suggests some ways forward for institutions seeking to make their courses truly flexible. The following steps are seen to be essential: a rationalization in the modes of course delivery; a comprehensive redesign of course materials; a revision of the types of assessment used; and a change to institutional timelines. Each of these four steps is dealt with separately in this paper. (Contains six references.) (Author/AEF)