A framework for guiding educators to make deliberate decisions about framing curriculum topics, defining learning goals, designing learning activities, integrating coherent and effective assessments, developing supportive learning communities. Integrating new technologies to improve learning, a component added later, addresses needs in technology enhanced environments.
Published in Chapter:
Reconfiguring Curriculum and Instruction to Teach for Understanding: A Case Study
Kuki Singh (Edith Cowan University, Australia)
Copyright: © 2021
|Pages: 35
DOI: 10.4018/978-1-7998-4658-1.ch002
Abstract
This case study illuminates the application of the teaching for understanding and community of inquiry frameworks as complementary heuristics for designing curriculum and instruction in an online undergraduate course for improved student engagement and learning. A self-study methodology utilised predominantly qualitative data. The action research cycle incorporated data from course documents, teaching materials, learning analytics, and surveys, which were thematically analysed and triangulated. Five iterations of the redesigned curriculum were analysed focusing on integration of generative topics, understanding goals, performances of understanding, ongoing assessment, and reflective collaborative communities. The online instructional process was redesigned to build emotional presence, social presence, and teaching presence for improved engagement. The study concluded that the intentional curricula and instructional strategies brought about significant improvements in engagement and learning. Future research will be directed at analysing the curriculum and instructional techniques.