Applying a student curriculum discourse in higher education teaching and learning/
Mndzebele, S. L.
Applying a student curriculum discourse in higher education teaching and learning/ S. L. Mndzebele - Africa education review Volume 10, number 1 , .
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.
1814-6627
Higher education teaching/learning
Curriculum innovation
Assessment and moderation
Applying a student curriculum discourse in higher education teaching and learning/ S. L. Mndzebele - Africa education review Volume 10, number 1 , .
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.
1814-6627
Higher education teaching/learning
Curriculum innovation
Assessment and moderation