Curriculum Flexibility in a Blended Curriculum

Autor/inn/en	Jonker, Herma; März, Virginie; Voogt, Joke
Titel	Curriculum Flexibility in a Blended Curriculum
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 1, S.68-84 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jonker, Herma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Curriculum Development; Student Needs; Blended Learning; Educational Technology; Technology Uses in Education; Inclusion; Barriers; Teacher Education Programs; Foreign Countries; Teacher Attitudes; Teacher Educators; Teacher Responsibility; Student Attitudes; Preservice Teachers; Netherlands + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Inklusion; Ausland; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung; Schülerverhalten; Niederlande
Abstract	This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students' needs and capabilities. To realise 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 realisation 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 recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01