Applying a Student Curriculum Discourse in Higher Education Teaching and Learning

Autor/inn/en	Mndzebele, S. L.; Mckenna, S.
Titel	Applying a Student Curriculum Discourse in Higher Education Teaching and Learning
Quelle	In: Africa Education Review, 10 (2013) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.786210
Schlagwörter	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; South Africa + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Selbststudium; Online course; Online-Kurs; Schulnote; Studentische Bewertung; Writing skill; Schreibfertigkeit; Self-efficacy; Selbstwirksamkeit; Psychomotorische Aktivität; Affective disturbance; Active behaviour; Affektive Störung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01