Curriculum flexibility in a blended curriculum

Jonker, Herma; März, Virginie; Voogt, Joke

doi:10.14742/ajet.4926

Cited by 40 publications

(54 citation statements)

References 26 publications

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“…Aside from the provided learning materials by the teacher and consultation hours, students were encouraged to find other reliable sources of data such as (1) vlogs, (2) software, (3) information from YouTube, (4) podcasts, and (5) electronic academic subscriptions such as ProQuest, EBSCO, and many others. The availability of diverse learning resources afforded by flexible learning provided opportunities for more in-depth and personalized learning [9] and motivated students to become more independent and strategic when they study.…”

Section: Resilience Amidst Technological Spatial and Materials Limitationsmentioning

confidence: 99%

“…Thus, this type of learning also fosters positive relationships [7] that further help students succeed in this kind of environment despite the independence that it promotes. Students are also provided more varied and personalized activities and materials [9] and they enjoy deeper learning of concepts as they are engaged in activities that give them a glimpse of how a real workplace environment looks like and what attitudes their future career expects from them [7]. Flexible online learning was seen to aid in achieving learning outcomes better and to satisfy the learners' needs [6], [7].…”

Section: Introductionmentioning

confidence: 99%

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Flexible Learning in College Physical Education in the Time of a Global Health Crisis and Beyond

Dimarucot¹,

Aguinaldo²,

Andres³

2021

saj

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Flexible learning has never been more relevant in Physical Education (PE) than during the COVID-19 pandemic as universities continuously provide opportunities to improve students' physical health and address the lack of physical activity among the youth. To understand the importance of flexible learning to the college students in a private university in the Philippines, the extent of the flexibility offered, and the students' satisfaction with it, an online survey and focus group discussions involving college Physical Fitness students were conducted. The significant relationship among the importance of flexibility, the extent of flexibility, and the level of students' satisfaction was also tested. It was revealed that the students found all the flexible learning dimensions vital to them, with the flexibility of time as the most important due to the duality of their roles while studying at home. The students also mentioned that the level of flexibility and the academic and technical support they received benefited them significantly as they became more independent, resilient, resourceful, and critical learners. It was also found that there is a significant relationship among the importance of flexibility, the extent of flexibility, and the level of students' satisfaction. This study could give the higher education institutions feedback on making flexible learning more suitable to the changing needs of the students. Further research on the applicability of flexible learning in other areas of the country and in other disciplines in the academe would give a better perspective on the compatibility of flexible learning in the Philippine university context.

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Section: Resilience Amidst Technological Spatial and Materials Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Flexible Learning in College Physical Education in the Time of a Global Health Crisis and Beyond

Dimarucot¹,

Aguinaldo²,

Andres³

2021

saj

View full text Add to dashboard Cite

show abstract

“…The adaptation of a curriculum is consecutive to the continual changes in the job market (Jonker, März, & Voogt, 2020). Also, the need for a dynamic curriculum was emphasized by (McCalla, 1992).…”

Section: Curriculum Without Borders: Flexibility and Adaptabilitymentioning

confidence: 99%

Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum

Kabanda

2021

Asian J. Interdiscip. Res.

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From the end of the second world war, the awareness of a globalized society has gained power. The theory of globalization is supported by time and space polarity and how these two elements' change affects the world today. This situation concerns all sectors, including education. Indeed, in this era of globalization and competition, educators, researchers, and employers are concerned about the educational institutions' curriculum to prepare students for employment outside their boundaries. Since globalization influences education practices and curriculum worldwide, employees, like products, are shaped by the educational industry in a complex and competitive job market. Thus, the curriculum makers must ensure the preparation of individuals equipped with 21st century skills. This theoretical paper aims to identify how globalization affects educational practices due to competition and how a flexible and dynamic curriculum looks like in the 21st century. Adaptability, flexibility, and cooperation between developed and developing countries can help train graduates for employment in the 21st century job market.

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“…For these reasons, a new curriculum should be aligned with current technology development [12]. Jonker et al [13] interested in the flexibility of curriculum for two reasons: (1) students have different learning needs. (2) Society has different needs from education.…”

Section: Related Workmentioning

confidence: 99%

“…Teacher knowledge [9] is used for planning, designing, managing, programming, and implementing the curriculum. This focus on the teachers' knowledge is also the direction of [10] and [13]. However, others work such as [11,12,14] consider also the intervention and the opinion of students as a source of knowledge for the curriculum design.…”

Section: Related Workmentioning

confidence: 99%

An Operational Ontology for the Selection of Advanced Courses in Management Information Systems

Alharbi¹

2020

IJETT

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The issue of curriculum development is one of the most keys to human resource development. On the other side, the management information system curriculums have to be related to the technological and economic development of the organizations. In this context, we propose an original operational approach for helping teachers and decision-makers for curriculum development. Our approach starts by selecting a set of organizations and their categories. Then, the most important concepts could be observed based on selected criteria. After that, the correlations between concepts have to be calculated for generating the new curriculum ontology. Our approach is validated by testing its feasibility. 100 organizations, 173 categories have been used for generating new curriculum ontology. The new ontology shows a spectacular view of the most important concepts to consider for the development of a management information system curriculum. Also, the generated ontology shows the correlations between the selected concepts.

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Curriculum flexibility in a blended curriculum

Cited by 40 publications

References 26 publications

Flexible Learning in College Physical Education in the Time of a Global Health Crisis and Beyond

Flexible Learning in College Physical Education in the Time of a Global Health Crisis and Beyond

Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum

An Operational Ontology for the Selection of Advanced Courses in Management Information Systems

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