Developing a Hybrid Learning Curriculum Framework for Schools
The COVID-19 pandemic has devastated many aspects of human life, including those on the education front. In trying to contain the spread of the virus, schools were closed for long periods of time, examinations could not be carried out, and learning according to syllabus stalled. Subsequently, remote learning was adopted in schools in countries around the world, a shift that brought with it many constraints and challenges. A possible long-term solution to these issues lies in the hybrid mode of learning. Hybrid learning (HL) is examined from the perspective of four dimensions: learning environment, learning experiences, learning management and content of learning. A Hybrid Learning Curriculum Framework for Schools (HLCFS) is proposed to facilitate systemic and sustainable change. This framework integrates linear hierarchical and nonlinear lateral curriculum design; deliberates adequate knowledge; and organizes it meaningfully for schools. Powerful knowledge and disciplinary thought systems are explored in designing the HL curriculum in order to integrate the modalities of both virtual learning and physical classroom learning. Pedagogical and curriculum change moving towards interdisciplinary learning provides the flexibility and rigour required in HL. A feasible assessment strategy in HL needs to include technical support in the form of a learning management system, as well as more hands-on assistance to the teachers. Assessment also needs to be aligned to the intended curriculum in HLCFS for optimal achievement. The required student competences include skills to search information and the right attitude to learning. We may have no choice but to accept hybrid learning, which will change the landscape of education. It is an alternative that cannot be ignored.
Keywords: Curriculum design and development, Remote learning, Pedagogy, Hybrid learning, Assessment, Hybrid Learning Curriculum Framework for Schools, Student competencies
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