Adoption of New Pedagogies for Curriculum Delivery in the Post Covid-19

Malesela Jim Masenya; Phophi Molefe; Peter Mokumo

doi:10.18535/ijsrm/v12i06.el02

Abstract

The purpose of this paper to advocate for embracing of new techniques of delivering lessons in institutions of higher learning. The advent of the global covid-19 pandemic has brought new challenges for the higher education space. The pandemic with its ‘new normal’ has challenged higher education institutions beyond just access to resources, however, with aspects of curriculum delivery. The ‘new normal’ has meant that curriculums need to be delivered online. Thus, many higher education institutions have had to involuntarily jump on the online teaching and learning bandwagon. The move to online teaching and learning for higher education institutions has resulted in several challenges as many higher education institutions have curriculums designed for traditional teaching (face-to-face) delivery. The challenges brought about by the Covid-19 pandemic and its “new normal” has shown that changes needs to happen to higher education curriculums to be able to overcome these challenges. Therefore, this paper recommends that post covid-19, face-to-face higher education institutions need to restructure their curriculums and adopt hybrid curriculums that incorporate online teaching and learning.

References

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Ornstein, A.C., & Hunkins, F.P. (2018). Curriculum: Foundations, principles, and issues. (7th edition). England, Pearson.Google Scholar ↗
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166–190.Google Scholar ↗
Rapanta C; Botturi L; Goodyear P; Guàrdia L & Koole M (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–945.Google Scholar ↗
Saeed, S. (2020). COVID-19 has exacerbated inequality in higher education. Retrieved from: https://www.universityworldnews.com/post.php?story=20201023103200335Google Scholar ↗
Schunk, D.H. (2012). (Sixth edition). Learning Theories: An Educational Perspective. Boston, Pearson Education, Inc.Google Scholar ↗
Studente, S. & Ellis, S. (2020). Enhancing the online student experience throughGoogle Scholar ↗
creating learning communities—the benefits of chatbots in higher education. In McKenzie, S., Garivaldis, F., & Dyer, K. (eds.), Tertiary online teaching and learning. Singapore, Springer Nature.Google Scholar ↗
Taba, H. (1962). Curriculum development: Theory and practice. New York, Harcourt, Brace and World.Google Scholar ↗
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, The University of Chicago Press.Google Scholar ↗
Tyler, R.W. (1957). The curriculum then and now. In Proceedings of the 1956 Invitational Conference on Testing Problems. Princeton, NJ: Educational Testing Service.Google Scholar ↗
Van Schalkwyk, F. (2021). Reflections on the public university sector and the covid-19 pandemic in South Africa. Studies in Higher Education, 46(1), 44–58.Google Scholar ↗
Watermeyer, R., Crick, T., Knight, C. & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education, 81, 623–641.Google Scholar ↗
Wilson, D. & Allen, D. (2011). Success rates of online versus traditional college students. Research in Higher Education Journal, 14, 1-5.Google Scholar ↗

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[refR-2] https://www.universityworldnews.com/post.php?Story=20200227143845107.Google Scholar ↗

[refR-3] Alismail, H.A., & McGuire, P. (2015). 21st Century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150–154.Google Scholar ↗

[refR-4] Amadio, M., Opertti, R., & Tedesco, J.C. (2014). Curriculum in the twenty-first century: Challenges, tensions and open questions. UNESCO Education Research and Foresight, Paris.Google Scholar ↗

[refR-5] Blewett, C. (2016). From traditional pedagogy to digital pedagogy: Paradoxes, affordances and approaches. In Samuel, M., Dhunpath, R., & Amin, N. (Eds). Disrupting higher education curriculum: Undoing cognitive damage (pp. 265–287). Rotterdam, Sense Publishers.Google Scholar ↗

[refR-6] Brady, L. (1995). Curriculum development. Sydney, Prentice-Hall.Google Scholar ↗

[refR-7] Cengiz, C., & Karatas, F.O. (2015). Examining the effects of reflective journals on pre-service science teachers’ general chemistry laboratory achievement. Australian Journal of Teacher Education, 40(10), 125–146.Google Scholar ↗

[refR-8] Chernikova, I.A., & Varonis, E.M. (2016). Designing and delivering online curriculum in higher education: riding the perfect storm. The International Journal of Information and Learning Technology, 33(3), 132–141.Google Scholar ↗

[refR-9] Du Preez, P., & Le Grange, L. (2020). COVID-19 pandemic, online teaching/learning, the digital divide, and epistemological access. In Ramathran, L., Ndimande-Hlongwa, N., Mkhize, N., & Smit, J.A. (Eds). Re-thinking the humanities curriculum in the time of COVID-19 (pp. 90–106). Durban, Alternation African Scholarship Book Series, CSSALL.Google Scholar ↗

[refR-10] Fadel, C. (2015). Redesigning the curriculum for a 21st century education. Centre for Curriculum Redesign.Google Scholar ↗

[refR-11] Gosper, M., & Ifenthaler, D. (2014). Curriculum design for the twenty-first century. In Gosper, M., & Ifenthaler, D. Curriculum models for the 21st century: Using learning technologies in higher education (pp. 1-14). New York, Springer.Google Scholar ↗

[refR-12] Graham, C.R., Henrie, C.R., & Gibbons, A.S. (2013). Developing models and theory for blended learning research. In Picciano, A.G., Dziuban, C.D, & Graham, C.R. (Eds). Blended learning: Research perspectives, volume 2. New York, Routledge.Google Scholar ↗

[refR-13] Harasim, L. (2012). Learning theory and online technologies. New York, Routledge.Google Scholar ↗

[refR-14] Hashemi, Z., & Mirzaei, T. (2015). Conversations of the mind: the impact of Journal writing on enhancing EFL medical student’s reflections, attitudes, and sense of self. Procedia-Social and Behavioral Sciences, 199, 103–110.Google Scholar ↗

[refR-15] Hassan, A.M.M.H. (2013). Reflection of the key aspects of curriculum in the newly revised secondary school curriculum of English and other subjects in Bangladesh. IOSR Journal of Humanities and Social Science, 17(2), 59–68.Google Scholar ↗

[refR-16] Henson, K.T. (2015). Curriculum planning integrating multiculturalism, constructivism, and education reform. (5th edition). Illinois, Waveland Press, Inc.Google Scholar ↗

[refR-17] Hodges, C., Moore, S., Lockee, B., Trust, T., & BOND, A. (2020). The difference between emergency remote teaching and online learning. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.Google Scholar ↗

[refR-18] Hushes, C. (2020). COVID 19 and the opportunity to design a more mindful approach to learning. Prospects, 49, 69–72.Google Scholar ↗

[refR-19] Kay, D., & Kibble, J. (2016). Learning theories 101: Application to everyday teaching and scholarship. Advances in Physiology Education, 40(1), 17–25.Google Scholar ↗

[refR-20] Khoza, S.B. (2018). Can teacher’s reflections on digital and curriculum resources generate lessons? Africa Education Review, 1, 1–16.Google Scholar ↗

[refR-21] Khoza, S.B., & Mpungose, C.B. (2020). Digitalised curriculum to the rescue of a higher education institution. African Identities. Doi.org/10.1080/14725843.2020.1815517.DOI ↗Google Scholar ↗

[refR-22] Kirk, S.H., Newstead, C., Gann, R., & Rounsaville, C. (2018). Empowerment and ownership in effective internationalisation of the higher education curriculum. Higher Education, 76, 989–1005.Google Scholar ↗

[refR-23] Madiope, M., & Mendy, J. (2021). Analysis of current trends in distance education during covid-19: A South African higher education context. The Online Journal of Distance Education and e-Learning, 9(1), 1–7.Google Scholar ↗

[refR-24] McBrien, J.L., & Brandt, R. (Eds.). (1997). The language of learning: A guide to educational terms. Alexandria, VA: ASCD.Google Scholar ↗

[refR-25] Mhlanga, D. & Moloi, T. (2020). Covid-19 and the digital transformation of education: What are we learning on 4IR in South Africa? Education Sciences, 10,180. Doi: 10.3390/educsci10070180.DOI ↗Google Scholar ↗

[refR-26] Miller, L.B. (2017). Review of Journaling as a teaching and learning strategy. Teaching and Learning in Nursing, 12(1), 39–42.Google Scholar ↗

[refR-27] Naidoo, P., & Cartwright, D. (2020). Where to from here? Contemplating the impact of Covid-19 on South African students and student counselling services in higher education. Journal of college student psychotherapy. Doi.org/10.1080/87568225.2020.184227.DOI ↗Google Scholar ↗

[refR-28] Nortvig AM, Petersen AK and Balle SH (2018). A Literature Review of the Factors Influencing ELearning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. The Electronic Journal of e-Learning, 16(1), 46–55.Google Scholar ↗

[refR-29] Ornstein, A.C., & Hunkins, F.P. (2018). Curriculum: Foundations, principles, and issues. (7th edition). England, Pearson.Google Scholar ↗

[refR-30] Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166–190.Google Scholar ↗

[refR-31] Rapanta C; Botturi L; Goodyear P; Guàrdia L & Koole M (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–945.Google Scholar ↗

[refR-32] Saeed, S. (2020). COVID-19 has exacerbated inequality in higher education. Retrieved from: https://www.universityworldnews.com/post.php?story=20201023103200335Google Scholar ↗

[refR-33] Schunk, D.H. (2012). (Sixth edition). Learning Theories: An Educational Perspective. Boston, Pearson Education, Inc.Google Scholar ↗

[refR-34] Studente, S. & Ellis, S. (2020). Enhancing the online student experience throughGoogle Scholar ↗

[refR-35] creating learning communities—the benefits of chatbots in higher education. In McKenzie, S., Garivaldis, F., & Dyer, K. (eds.), Tertiary online teaching and learning. Singapore, Springer Nature.Google Scholar ↗

[refR-36] Taba, H. (1962). Curriculum development: Theory and practice. New York, Harcourt, Brace and World.Google Scholar ↗

[refR-37] Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, The University of Chicago Press.Google Scholar ↗

[refR-38] Tyler, R.W. (1957). The curriculum then and now. In Proceedings of the 1956 Invitational Conference on Testing Problems. Princeton, NJ: Educational Testing Service.Google Scholar ↗

[refR-39] Van Schalkwyk, F. (2021). Reflections on the public university sector and the covid-19 pandemic in South Africa. Studies in Higher Education, 46(1), 44–58.Google Scholar ↗

[refR-40] Watermeyer, R., Crick, T., Knight, C. & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education, 81, 623–641.Google Scholar ↗

[refR-41] Wilson, D. & Allen, D. (2011). Success rates of online versus traditional college students. Research in Higher Education Journal, 14, 1-5.Google Scholar ↗