Curriculum flexibility in a blended curriculum
(2018) European Association for Practitioner Research on Improving Learning (EAPRIL) — Location: Portoroz, Slovenia (12.November.2018)
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- Abstract
- This study offers insights into processes that play a role in realizing curriculum flexibility in a blended curriculum. Curriculum flexibility (here: aimed at addressing student diversity) is conceptualized in terms of adaptability and accessibility to students’ needs and capabilities. In order to realize curriculum flexibility, the teacher training institution in this study designed a blended curriculum with face-to-face and online components. Based on a document analysis, through semi-structured interviews with 10 teacher educators who were involved in the design and/or implementation of the blended curriculum, perceptions about the intended, formal and implemented curriculum as well as fostering and inhibiting factors with regard to realizing flexibility were investigated. Results indicate that the teacher educators perceived the formal curriculum products and its enactment as less flexible than intended. Furthermore, they identified factors that affected (further) flexibilization, namely concerning the context, teachers, and students. Based on the findings, recommendations for practice are given.
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Jonker, H., März, V., & Voogt, J. (2018). Curriculum flexibility in a blended curriculum. European Association for Practitioner Research on Improving Learning (EAPRIL), Portoroz, Slovenia. https://hdl.handle.net/2078.5/220241