Purpose – Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually re-consider where within their cone-of-learning, they choose to position their learning approaches. Two forms of blended learning are also distinguished. The paper aims to discuss these issues. Design/methodology/approach – Undergraduate law, business, IT, and creative arts student perceptions are structural equation modelled (SEM) into traditional, blended-enabled, blended-enhanced, and flexible learning systems. Findings – Within the SEM derived learning cone-of-learning continuum, a migration from traditional learning systems towards blended and flexible learning systems typically offers higher-net levels of undergraduate student learning experiences and outcomes. Research limitations/implications – The authors do not capture learning system feedback loops, but the cone-of-learning approaches can position against chosen competitors. The authors recognise benchmark, positioning, and transferability differences may exist between different tertiary institutions; different learning areas; and different countries of operation. Cone-of-learning studies can expand to capture student perceptions of their value acquisitions, overall satisfaction, plus trust, and loyalty considerations. Practical implications – The cone-of-learning shows shifts towards flexibility as generating higher student learning experiences, higher student learning outcomes, and as flexible technologies mature this demands higher student inputs. These interactive experiential systems approaches can readily incorporate new technologies, gamifications, and engagements which are testable for additional student deep-learning contributions. Experiential deep-learning systems also have wide industrial applications. Social implications – Understanding the continuum of transitioning between and across deeper-learning systems offers general social benefit. Originality/value – Learning system studies remain complex, variable systems, dependent on instructors, students, and their shared experiential engagements environments. This cone-of-learning continuum approach is useful for educators, business, and societal life-long learners who seek to gauge learning and outcomes.
