Learning is an intangible production of a tangible product and like all production processes, it requires someone who knows how to manage the process in order to achieve the desired result. It really has been long enough--12 years in the new century and still one can see the 25-30 students in traditional classrooms with students sitting in rows at the desks listening (or pretending to listen) to teachers and doing monotonous activities. Classrooms have improved, they have better desks and chairs that are more comfortable, the introduction of technology like data projectors, audio and visual systems, interactive white boards, but essentially they are designed for the same traditional mode of teaching because they are: (1) teacher centered; (2) lacking flexibility; (3) having limited support for technology; (4) "fixed" in design so difficult to be adapted for any other purposes; and (5) individual focused rather than group focused. At the same time face-to-face and traditional distance approaches can no longer meet the needs of education and learners. Flexible learning challenges the necessity of open interactions among teachers and learners in terms of place, time and media--the goals being to increase learners' control over where, when, and how they learn. Learners nowadays are: (1) technology literate; (2) flexible; (3) multitaskers; (4) interactive and networked; (5) reflective; (6) creative and adaptive; and (7) anywhere, anytime learners. These changes are the signs that there should be a shift from what has been labelled as the "instructional paradigm" towards the "learning paradigm," from a school being an institution that provides instruction to students to an institution that produces learning in students (Barr & Tagg, 1995). [For complete volume, see ED567040.]