Abstract
The process of enacting the intended curriculum is especially challenging in an underprivileged educational context. Blended learning has proved to be an essential component of the 21st century and the dynamic nature of blended learning requires educators to be more self-directed to deal with changes in the field. The theory of structural functionalism underpins the educational context that the authors discuss in this chapter. It further suggests that curriculum implementation can be augmented by implementing both self-directed curriculum as praxis as well as an integrated framework of blended learning. This framework is composed of the integration of the ‘technological pedagogical content knowledge' and ‘communities of inquiry' frameworks. The authors argue that SDL is fundamental for educators in curriculum enactment and to support curriculum as praxis. By scrutinizing the way in which the structure and functions interact with each other in the underprivileged context, the authors suggest multiple guidelines for educators in curriculum implementation in a blended learning environment.
TopSelf-Directed Learning
SDL is defined by Knowles (1975) as the “process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (p. 18). Many definitions for SDL have thus far been proposed (Long, 2000), and Long (1987) has added that SDL is “a personally directed purposive mental process usually accompanied and supported by behavioural activities involved in the identification and searching out of information” (p. 3). Furthermore, Bolhuis (2003) elucidates self-direction as “being in command [of] oneself, moving towards one’s own goals” (p. 335). These definitions highlight that having choices and being in control of one’s own learning are essential for successful SDL to take place.
Key Terms in this Chapter
Self-Directed Learning: The process of being in command of one’s own learning path, through taking the initiative to set own goals, identifying learning needs, formulating learning goals, identifying resources, implementing appropriate learning strategies, and evaluating the outcomes of the learning process.
Curriculum Implementation: To plan, utilise, apply and enact the intended curriculum.
Technological Pedagogical Content Knowledge: A blended learning framework with the base components of technological, pedagogical, and content knowledge.
Community Of Inquiry: A framework of blended learning that suggests that learning is optimised through the relationship and interaction between a cognitive presence, a social presence, and a teaching presence.
Intended curriculum: The curriculum that was shared through national prescriptions, provincial guidelines, and teaching plans, which provides an indication of what should be taught.
Enacted Curriculum: This is the curriculum-in-practice, constituting what actually happens to the intended plan of the curriculum.
Blended Learning: The dynamic infusion of technology and face-to-face interactions in a learning environment.
Curriculum as praxis: The process of social interaction taking place in real-life practices relevant to the cultural and social environment.