Curricula are defined as the as the sum experiences that students derive from the educational process. It is a summation of predefined educational goals, learning instructions, teaching aids, as well as evaluation processes aimed at assessing how well the education goals are achieved. The curricula are developed following the assessment of teachers and student needs, setting of learning objectives, compilation, and organization of learning aids, compilation, and organization of learning experiences and the establishment of evaluation criteria for the general learning process. Distance learning is a mode of education whereby students learn virtually through corresponding with the lecturers or through internet channels. It is done on a one to one basis or in groups through an organized virtual learning environment where students and teachers exchange information through online platforms. Project based learning is the mode of learning which involves teaching through assignments which involve a lot of research which students undertake and later graded on. Personalized learning refers to a method of learning which is focused on the unique personal educational needs of each student. A professional learning community, on the other hand, is a group of educators who interact regularly and exchange notes on educational expertise with the aim of improving the academic performance and overall learning outcomes.
The education curricula play a significant role in the shaping of the education system and directing the teaching and learning a process for all the stakeholders in the education sector (Cress, 2011). Curriculum development acts as a planning tool for both the students and educators. It gives a clear outline of the subjects to be taught and learned in different courses at the different level which helps the educators to determine the volume of learning materials to be tackled over a specified period (Moore, 2012).This also gives the learners a projection of how much time and resources they ought to set aside in preparation for the syllabus and the tests that come in between and at the end of their courses when being graded (Mufti, 2012).As a planning tool in distance learning, the curricular is a vital tool in ensuring that the student meets all the set threshold for attaining a given accreditation (Loveless, 2014).Considering that there is minimal or no physical interaction between the student and the educator, the curricular comes in handy in planning the student's academic schedule to fit in with his other activities like work(Cress, 2011). In project-based learning, the curriculum highlights the set objectives of a certain study which saves time for the students by allowing them to narrow down their focus and concentrate on what the curricula direct.
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As a planning tool for the personalized teaching technique, the curriculum guides the educators on identifying students’ weak points and strengths since it apportions ample time for each are to be covered during the study (Moore, 2012). This ensures that each student is personally attended to and the teaching practices are tailored to meet each student’s expectations for improved and holistic academic outcomes. The professional learning community acts as a sharpener for educators' teaching skills (Moore, 2012).They exchange ideas on this platform, brainstorm on new learning trends and compare notes about what works and what doesn't. The curricula are used as the basis of these sessions helping and guiding the major points of discussion (Costabile, 2012).The curriculum is, therefore, a crucial tool in the learning and teaching process.
The Curricula is a fundamental element in the identification and formulation of effective learning styles by teachers. It acts as the guide for creating workable interactive and efficient projected lesson plans (Costabile, 2012).Learning and teaching of subjects perceived as complex by students can be a tough task for both the teachers and their students (Loveless, 2014).This calls for coming up with interactive ways of handling the teaching process to make it a pleasant experience for learners to foster high concentration levels during the classes and reduce monotony (Costabile, 2012).The curriculum provides for this need through giving a clear outline of what is to be taught when which gives the educators ample time to prepare for lessons and generate ideas of how to make their lessons interactive.
Through the use of graphic representations, diagrams and other computer-supported learning aids in distance learning, the teacher ensures that their students are attentive and they can't be quickly interrupted considering that they could be taking their lessons in a crowded place or a place filled with distracting elements (Mufti, 2012).In project-based learning, the curriculum also gives the instructors time to formulate learning styles that will keep the students interested and avoid having them abandon their projects halfway. The curriculum facilitates personalized learning by laying down the objectives that should be achieved at the end of every course. This gives the educator a basis for developing student particular teaching styles to ensure that personal student needs are not overlooked at the expense of the group needs (Cress, 2011). Since the curriculum highlights what topics are to be covered in the syllabus, the professional learning community is provided with a uniform platform for exchanging ideas on the most appropriate teaching styles to apply when teaching their students.
Curricula are indispensable time management tools in the learning and teaching process alike. They act as pointers to useful classroom time allocation through the highlighting of complexities of courses to be offered in a particular program (Moore, 2012). This helps teachers in the formulation of their lesson plans so that they can set aside time to not only teach but also find a chance to allow students to ask questions and have progress assessment sessions too. The curricula guide the distance learners on when to do school projects, hand them in while the distance educators are guided on when and how to issue the projects instructions so that they meet the stipulated time frame towards achieving the school’s goals and objectives.
The curriculum in project-based learning dictates what values, attitudes and skills learners should have attained by the end of their courses (Cress, 20011).This points the students in the right direction which helps them save time by narrowing their project goals and objective since a broad, holistic approach could leave them confused and time wasting with little outcomes to show for it. As a time manager, the curricula through pin pointing the complex subjects to the educator helps them narrow their focus on special needs students (Mufti, 2012).Some students need more special attention than others to attain the optimal desired results on the learning curve (Moore, 2012).The professor, therefore, is able to single out difficult areas of focus which may need more personalized teaching which enables him to tailor make his lesson plan to fit with these complexities. The professional learning community also gets to benefit from the time management aspect of the curricula. They can organize what to discuss and brainstorm when they meet because they have a guideline of topics which they should discuss. This gives them ample time to do extensive research before the meetings or online interactions which have a positive impact on the quality of output they offer in the education sector (Mufti, 2012).Therefore, the curricula is a necessary time and organizing tool which gives the students and teachers the ability to prepare readings and assignments before the due course. In addition to improving the learning and teaching outcomes, they facilitate the imparting of time management, goal setting, and achievement as well as excellent organizational skills on the students while sharpening the same in the educators.
The curricula system shapes students mindsets, attitudes and facilitates the attainment of positive life competencies (Loveless, 2014).The school curriculum reflects the values and norms that the institution stands for (Moore, 2012).The curriculums, therefore, provide for practices and processes that impart practices like interpersonal and intrapersonal skills such as conflict resolution, gender equality, personal background diversity, and inclusiveness. Curriculums are also attributed to fostering the development of sharp analytical skills, students’ ability to think on their feet and the acquisition of know how that is relevant and applicable in the learning process (Costabile, 2012).Distance learning accommodates people from all over the world, from different social, economic, religious and racial backgrounds. Through this inclusive approach and the system's ability to formulate harmonious curricula to fit all these needs, the values of tolerance and embracing diversity are imparted (Costabile, 2012).Professional learning imparts the same values on the teaching staff since it is comprised of people from different backgrounds. Considering that teachers act as the face of the learning institutions whose goal is to impart positive values to their students, this aspect of the curricula, therefore, merges with the overall aim of the learning process for both the learners and educators.
The curricula act as a threshold for ensuring, measuring and assessing the quality of education (Costabile, 2012). The Curriculum's impact and usefulness are determined by the teachers, and how well they devise their teaching and learning strategies through the use of learning aids and the grading process (Loveless, 2014).They dictate what lessons and concepts should be taught in line with the learning institutions’ mission and objectives. Distance learning needs a solid set of instructions for its effective running since it lacks the one on one teacher student touch (Costabile, 2012).Unlike the physical class setting, the teacher is unable to translate the nonverbal cues of the student through an internet connection. The lack of close supervision if not closely monitored could lead to producing of sub-standard students from the education system (Moore, 2012).The curricula, in this case, serves as a checklist for all the requirements that one needs to meet to be accorded a certain academic qualification. It also sets down the objectives that a learner should meet in the project based learning mode of study. This ensures that there is a system of check and balances to ensure that the nontraditional learning methods are properly and fairly assessed (Mufti, 2012).Through the provision of the professional learning community and the curricula acknowledging it, quality is assured because the teaching professionals get to exchange ideas for the advancement of the teaching and learning process (Loveless, 2014).The personalized learning also ensures that students don't just complete the syllabus, but they also get the best out of it. The curricula provide for the meeting of personal student needs.
Therefore, the curricula are important in both the learning and teaching process. They act as time management tools, quality monitoring and assuring tools as well as pointers to the set standards that the stakeholders in the education sector should meet. They enhance the smooth running of the distance learning, project-based learning, personalized learning and professional learning community by setting the goals and objectives each method should achieve as a guide towards positively impacting the learning process
References
Costabile, A., & Spears, B. A. (2012). The impact of technology on relationships in educational settings . New York, NY: Routledge
Cress, C. M., & Donahue, D. M. (2011). Democratic dilemmas of teaching service-learning: Curricular strategies for success . Sterling, VA: Stylus Pub.
Loveless, D. J. (2014). Academic knowledge construction and multimodal curriculum development . Hershey: Information Science Reference.
Moore, A. (2012). Teaching and Learning: Pedagogy, curriculum, and culture . London: Routledge.
Mufti, E., & Peace, M. (2012). Teaching and learning and the curriculum: A critical introduction . New York: Continuum.
