ERIC Number: EJ1107755
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Applying a Student Curriculum Discourse in Higher Education Teaching and Learning
Mndzebele, S. L.; Mckenna, S.
Africa Education Review, v10 n1 p1-17 2013
Indications of poor quality in students' written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students' ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a "Student-Curriculum-Discourse" self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners' performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
Descriptors: Formative Evaluation, Distance Education, Electronic Learning, Instructional Innovation, Instructional Design, Independent Study, Online Courses, Student Evaluation, Writing Skills, Self Efficacy, Psychomotor Skills, Affective Behavior, Cognitive Ability, Teaching Methods, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A