scholarly journals E-Learning in the Modern Curriculum Development

10.5772/30725 ◽  
2012 ◽  
Author(s):  
Robert Repnik ◽  
Branko Kaui ◽  
Marjan Kra
Keyword(s):  
Curriculum Development ◽  
E Learning

Curriculum Development and Open Distance E-Learning for the 21st Century

2021 ◽  
pp. 201-222
Author(s):  
Elize M. Harris ◽  
Leila Goosen
Keyword(s):  
Curriculum Development ◽  
Technology Education ◽  
21St Century ◽  
Learning Management Systems ◽  
Practical Investigations ◽  
Natural Sciences ◽  
Assessment Practices ◽  
Online Classroom ◽  
Pedagogical Content ◽  
E Learning

The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.

scholarly journals CURRICULUM DEVELOPMENT FOR E-LEARNING: A CONCEPTUAL FRAMEWORK

2012 ◽  
Vol 39 (1) ◽  
pp. 62-70
Author(s):  
Petar Jandric
Keyword(s):  
Curriculum Development ◽  
Conceptual Framework ◽  
Social Contexts ◽  
Human Beings ◽  
Theoretical Frameworks ◽  
Critical Tradition ◽  
E Learning ◽  
The Rich ◽  
True Structure ◽  
Epistemological Basis

The aim of this paper is to develop a conceptual framework for curriculum for e-learning. The conducted research is based on two dialectically intertwined pillars. The theoretical pillar consists of the rich critical tradition of inquiry into the relationships between technologies and human beings in wide social contexts from Frankfurt School onwards. The practical pillar consists of Dahlberg’s main strands of Internet research – Uses Determination, Technological Determination and Social Determination (2004). Blending the theoretical and the practical pillar, it is shown that the discipline of e-learning consists of Habermas’s three main spheres of human interests, types of knowledge and research methods – the technical, the practical, and the emancipatory (Tinning, 1992). The conducted research does not include explorations of epistemological basis for combining various theoretical frameworks and research methodologies. For this reason, its results cannot be applied to scientific research without further elaboration. In order to expose students and practitioners to the true structure of the discipline of e-learning, however, results of this research can be confidently applied in practical fields from curriculum development to policy making. Key words: critical e-learning, e-learning curriculum development, spheres of human interest, e-learning research strands.

scholarly journals From The Training Room to the Classroom: Applying Concepts of Corporate Training and Tertiary Education in Secondary Education

2021 ◽  
Author(s):  
Nathan Polley ◽  
Keyword(s):  
Secondary Education ◽  
Curriculum Development ◽  
Tertiary Education ◽  
Corporate Training ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Christian School ◽  
Lesson Delivery ◽  
E Learning ◽  
Task Taxonomy

The COVID-19 pandemic has changed the nature of secondary education and encouraged teaching through blended and e-learning. This article explores how the author integrated concepts he previously applied in tertiary education and corporate training, particularly Finks Taxonomy of Significant Learning and P3 Task Taxonomy, through blended and e-Learning to a secondary education context. These ideas developed into a teaching methodology for a business curriculum and were delivered in an international Christian school in Cambodia. The teaching methodology helped streamline curriculum development, adapt to the changing conditions, and improve overall lesson delivery. The study recommends that the teaching methodology be explored further and be developed as a framework to support new and developing teaching staff.

scholarly journals Implementing a university e-learning strategy: levers for change within academic schools

2006 ◽  
Vol 12 (3) ◽  
Author(s):  
Rhona Sharpe ◽  
Greg Benfield ◽  
Richard Francis
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Blended Learning ◽  
Learning Strategy ◽  
Education Institution ◽  
Learning And Teaching ◽  
School Based ◽  
E Learning ◽  
Academic School ◽  
Key Staff

This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.DOI: 10.1080/09687760600668503

scholarly journals Analysis of Stakeholders Involvement in the Implementation of the M.A. Literature Curriculum at Kabale University Using E-Learning Approach

2021 ◽  
Vol 3 (1) ◽  
pp. 199-210
Author(s):  
Ocan Johnson ◽  
Tukwasibwe Constance ◽  
Oketch Chrysostom
Keyword(s):  
Curriculum Development ◽  
Process Model ◽  
Learning Approach ◽  
Curriculum Innovation ◽  
Design Development ◽  
External Stakeholders ◽  
Literature Curriculum ◽  
E Learning ◽  
Key Driver ◽  
Method Approach

The purpose of the study was to report on an empirical study of the involvement of stakeholders in the implementation of the MA Literature Curriculum at Kabale University using e-Learning approach. The study used a mixed method approach of both qualitative and quantitative techniques. In this study, curriculum stakeholders were found to significantly influence curriculum development, hence collaboration with these stakeholders through feedback, critique and advice can only serve to meld the content and method of delivery of the curriculum. This study extends the application of a modified curriculum development process model based on ADDIE (analysis, design, development implementation and evaluation). It recognizes the different stakeholders and their input for curriculum innovation. Therefore, identifying, understanding and managing stakeholders’ involvement in curriculum implementation is a key driver in the curriculum development. This paper is not concerned with comparing and exploring possible techniques of identifying university stakeholders with the aim of choosing the most suitable one, but it is intended to clarify on the categorization of the internal and external stakeholders

scholarly journals E-Learning Pedagogy: Addressing Struggling Learners in Regular K-12 Classrooms as an Intransigent Design Problem

2013 ◽  
Vol 6 (2) ◽  
pp. 207-222 ◽  
Author(s):  
Susan Imholz ◽  
Ricki Goldman
Keyword(s):  
Online Education ◽  
Curriculum Development ◽  
Struggling Learners ◽  
Public Education System ◽  
The Us ◽  
Brick And Mortar ◽  
E Learning ◽  
Development Processes ◽  
K 12 ◽  
Brick And Mortar Schools

As online education providers gain a foothold in the US public education system nationwide as supplemental and primary providers of curriculum materials, they are replicating some of the same pedagogical mistakes that brick-and-mortar schools have created in the curriculum development process—by not accommodating the struggling learner. Our paper and discussion concerns K-12 online content providers and their curriculum development processes.

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