Title

Reconfiguring curriculum and instruction to teach for understanding: A case study

Author Identifier

Kuki Singh

ORCID : 0000-0002-0745-7041

Document Type

Book Chapter

Publication Title

Fostering meaningful learning experiences through student engagement

Publisher

IGI Global

School

School of Education

RAS ID

36156

Comments

Singh, K. (2021). Reconfiguring curriculum and instruction to teach for understanding: A case study. In D. Ktoridou, E. Doukanari & N. Eteokleous (Eds.), Fostering meaningful learning experiences through student engagement (pp. 16-50). IGI Global. https://doi.org/10.4018/978-1-7998-4658-1

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.

DOI

10.4018/978-1-7998-4658-1

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

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