Hidden Curriculum versus Transition from Onsite to Online: A Review Following COVID-19 Pandemic Outbreak

Autor/in	Uleanya, Chinaza
Titel	Hidden Curriculum versus Transition from Onsite to Online: A Review Following COVID-19 Pandemic Outbreak
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2090102 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uleanya, Chinaza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2090102
Schlagwörter	Hidden Curriculum; Educational Change; Pandemics; COVID-19; Curriculum Design; Distance Education; In Person Learning; Teaching Methods; Learning Processes; Classroom Techniques; Developing Nations; Personality Traits; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Heimlicher Lehrplan; Bildungsreform; Lehrplangestaltung; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Klassenführung; Developing country; Developing countries; Entwicklungsland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Unterrichtserfolg
Abstract	Curriculum is pivotal in any learning environment and experience. While much focus is placed on the designed curriculum, for learners, some learnings are hinged on hidden curriculum. Following the outbreak of the global COVID-19 pandemic, and the transition from onsite to online learning, hidden curriculum seems to have been hampered. Hence, issues revolving around hidden curriculum during the outbreak of the COVID-19 pandemic are explored. Review method was adopted for the study. The findings of the study suggest that hidden curriculum is likely to be ineffective as learners are not exposed to their educators in face-to-face learning context where they are able to easily pick and imbibe certain character traits as envisaged in the traditional teaching and learning exercise. The study therefore recommends amongst others the need for minimal time to be scheduled for face-to-face contact sections. Also, educators should be admonished, trained and guided to be intentional about the issue of learners imbibing certain character traits from them during the minimal time scheduled for the face-to-face contact sections. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01