This study of Windesheim University, lectorate Educational innovations and ICT, explored how, under pressure from the COVID-19 measures taken to avoid physical contact, an online learning environment for part-time bachelor’s degree students was realized and to what extent this online learning environment offered significant flexibility. Flexibility is conceptualized as a curriculum in which students can influence their own learning and the learning environment. A digital questionnaire with quantitative and qualitative questions was distributed to part-time students at a university (n=174). This questionnaire was used to identify what learning activities took place in the online learning environment, what flexibility students experienced, and what learning activities students would like to keep online after normal operations resume. The results showed an online learning environment that mostly focused on teacher-centered activities, with a level of flexibility largely comparable to that of a regular learning environment. Part time students did recognize that they were able to influence some additional aspects of their education. Students expressed clear preferences as to whether specific online educational activities should be retained in the future. Based on the results, concrete recommendations for educational practice and suggestions for further research are provided.