Open AccessIntegrating Curriculum: Developing Student Autonomy In Learning In Higher Education
Author(s) -
Ülkü Yüksel
Publication year - 2010
Publication title -
journal of college teaching and learning/journal of college teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 2157-894X
pISSN - 1544-0389
DOI - 10.19030/tlc.v7i8.138
Subject(s) - curriculum , autonomy , lifelong learning , constructivist teaching methods , flexibility (engineering) , mathematics education , pedagogy , social constructivism , relevance (law) , active learning (machine learning) , experiential learning , psychology , teaching method , computer science , political science , statistics , mathematics , artificial intelligence , law
The need to combine social constructivist activities with cognitive constructivist ones has emerged which incorporates personalized learning approaches. Characteristics of education and educational institutions of the third millennium indicate that flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional boundaries are the leading features of superior education. While educational goals have changed and expanded to incorporate lifelong learning, global interaction, the attainment of meta-cognitive knowledge and abilities, so did the role of both students and teachers (Felix, 2005). This study is about various techniques used in curriculum development, teaching and assessment, one of which is the negotiated curricula. How to integrate this phenomenon of the learning and teaching literature into curriculum and its influence on students’ active learning is presented.