Curriculum flexibility in a blended curriculum
(2020) Australasian journal of educational technology — Vol. 36, n° 1, p. 68-84 (2020)
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- Abstract
- This study offers insights into the processes that play a role in realizing curriculum flexibility. Curriculum flexibility is conceptualized in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realize curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realization of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognized as tensions. Based on a discussion of these findings, recommendations for research and practice are given.
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Citations
Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian journal of educational technology, 36(1), 68-84. https://doi.org/10.14742/ajet.4926 (Original work published 2020)