Dynamics of Curriculum Development in the Digital Space

DOI

10.2991/978-94-6463-439-6_13How to use a DOI?

Keywords

Curricula; Blended learning; Intervention; Lockdown

Abstract

The unprecedented challenges that were experienced by Higher Education Institutions (HEIs) globally as a result of the COVID-19 pandemic-necessitated intervention strategies such as virtual curriculum development, remote teaching, learning, assessment, and working from home arrangements to sustain the institutions’ academic activities. Virtual curriculum development constituted developing programs and qualifications online drawing from the guidelines of the Quality Assurance Framework (QAF) hence it was used as a point of reference for the curriculum development processes during COVID-19 and moving forward. This paper focuses on the dynamics experienced by the Curriculum Development Specialists (CDSs) in one of the HEIs in South Africa during the transitioning to the online teaching and learning using the descriptive case study and document analysis. The paper draws from the morphogenesis theoretical framework by Archer. It emerged from the results that the HE was resilient during the transition from face-to-face teaching and learning to online and blended learning. Compliance with the policies such as curriculum development, teaching and learning, assessment and evaluation of teaching and learning. Institutions had to comply with the DHET, CHE, and SAQA policies before, during, and after the lockdown period. In light of the findings, the study concludes teaching and learning in online space have been in place before the lockdown, and the academics and students need to be at par with the developments in virtual curriculum development, teaching, and learning. The HEIs should resource the infrastructure with resources such as smart classrooms, laboratories, and libraries for a smooth transition into fully digital space.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Busisiwe Ndawonde
PY  - 2024
DA  - 2024/06/19
TI  - Dynamics of Curriculum Development in the Digital Space
BT  - Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)
PB  - Atlantis Press
SP  - 177
EP  - 187
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-439-6_13
DO  - 10.2991/978-94-6463-439-6_13
ID  - Ndawonde2024
ER  -