About this paper

Appears in:
Pages: 1870-1878
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

ITERATIVE CURRICULUM DELIVERY REVISIONS TOWARDS BLENDED LEARNING – A LONGITUDINAL CASE STUDY

D. Nielsen1, A. White2

1University of Greenwich (UNITED KINGDOM)
2Middlesex University [ex] (UNITED KINGDOM)
Following the mandates within Higher Education (HE), curriculum design is managed following the prescriptive scientific framework where aims and objectives, learning outcomes, indicative content, teaching and learning activities and assessment details are defined. However, in the instance where a curriculum is undertaken by a large number of student cohorts and managed by a teaching team, this does not necessarily culminate in good rates of student attendance and engagement in learning.

Collective feedback from staff observations and different student cohorts spearheaded a move towards a major curriculum delivery revision. This resulted in a longitudinal case study to find the best fit framework incorporating the use of readily available technology such as the Virtual Learning Environment (VLE) within the HE to deal with such persistent problems that very often affect large student cohorts.

The iterative curriculum delivery revisions transformed the student roles from passive, rote learning to active, collaborative learning. This change process and experience exposed various scenarios of delicate imbalance on the duty of care in terms of ensuring sufficient learning and the increasing overload of administrative duties in curriculum management. Various other key impacts such as the lecturer and student roles, the learning engagement resulting from the dimensions of control and dominance in the formative learning process, the “instant” rewards and awareness, and group collaborative learning provide valuable lessons.

Strategic and creative iterative revisions of the curriculum delivery which target specific “problem areas” can help minimise negative impacts and provide progressive sustenance in student engagement, thus improving learning.
@InProceedings{NIELSEN2012ITE,
author = {Nielsen, D. and White, A.},
title = {ITERATIVE CURRICULUM DELIVERY REVISIONS TOWARDS BLENDED LEARNING – A LONGITUDINAL CASE STUDY},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {1870-1878}}
TY - CONF
AU - D. Nielsen AU - A. White
TI - ITERATIVE CURRICULUM DELIVERY REVISIONS TOWARDS BLENDED LEARNING – A LONGITUDINAL CASE STUDY
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 1870
EP - 1878
ER -
D. Nielsen, A. White (2012) ITERATIVE CURRICULUM DELIVERY REVISIONS TOWARDS BLENDED LEARNING – A LONGITUDINAL CASE STUDY, INTED2012 Proceedings, pp. 1870-1878.
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