Digitalised curriculum to the rescue of a higher education institution
Bibliographic Data
| ID | 6030574 |
|---|---|
| Authors | Simon Bheki Khoza (0000-0002-7153-2990, University of KwaZulu-Natal, corresponding author), Cedric Bheki Mpungose (0000-0001-9828-8599, University of KwaZulu-Natal) |
| Year | 2022 |
| Volume | 20 |
| Issue | 4 |
| Pages | 310-330 |
| Publication date | 2022-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | African Identities (JOURNAL) |
| Journal identifiers | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2020.1815517 |
| OpenAlex | W3087568248 |
| Language | EN |
| Citations received | 13 |
| References cited | 27 |
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) with the aim of embracing a digitalised curriculum. The unsuccessful promotion of LMSs was caused by the lack of compelling situations that forced digital technology refugees to use the LMSs. In 2020, when COVID-19, which originated in China, started to affect other countries, academics desperately transformed their minds in embracing the digitalised curriculum. They started to attend any workshops on the use of digital technologies through Zoom. The findings of the study reveal that the transformation experiences of these academics were reflections, translation, rotation, enlargement, and reduction. These transformation experiences addressed the tension between a performance curriculum and a competency-based curriculum. This study explored the transformation experiences of academics at an HEI in South Africa. Zoom observations, semi-structured interviews and focus-group discussions were used for data collection. A mixed method and pragmatic paradigm were used to frame this study. The study applied purposive with convenience sampling in selecting twenty participants. This study concludes by recommending the identification of values or ideologies relevant to the enactment of the digitalised curriculum that comes to the rescue of HEIs at this time of COVID-19 and beyond
Curriculum · Higher education · Institution · Nonprobability sampling · Pedagogy · Political science · Social science · Sociology · Educational Innovations and Challenges · Educational Leadership and Innovation · Law · Technology-Enhanced Education Studies
Exploring the Migration to a Digitalised Curriculum at UKZN
Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
Chronicling digital teaching at a South African historically disadvantaged comprehensive university
Advancing competency development through curriculum design in higher education institutions
Digital Curricular Transformation and Fourth Industrial Revolution 4.0 (4IR)
A systematically derived AI-based framework for student-centered learning in higher education
Utilising South African Indigenous games to teach Grade R mathematics
Can risk communication in mass media improve compliance behavior in the Covid-19 pandemic? Evidence from Vietnam
Students’ perceptions on the use of LMS at a Lesotho university amidst the Covid-19 pandemic
Curriculum vision as a tool to the rescue of Prof M
Life skills teachers’ experiences in the teaching of drama in early childhood Education
Practices of outcomes-based forms of pedagogy in the foundation phase
First-hand user experience
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Digital Natives, Digital Immigrants Part 2
Digital Natives, Digital Immigrants Part 1
Translation or transformation? A case study of language and ideology in the Taiwanese press
Reflections on reflection
Qualitative inquiry and research design
Students’ experiences of using digital technologies to address their personal research needs during the Covid-19 lockdown
Understanding and Applying Research Paradigms in Educational Contexts
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |