New Normal: The Future Curriculum Development in Education
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2022

New Normal: The Future Curriculum Development in Education

Figen Kılıç, Sergen Saygılı

Mersin University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.02.481

Pages: 202-215

Keywords: Distance Education, Curriculum Development, Curriculum, Needs Analysis, Delphi Technique

Abstract

The purpose of this study was to conduct a needs analysis concerning the future of curriculum development in education. A mixed-methods study was conducted with a sequential exploratory research design, where the qualitative data were collected first followed by the quantitative data. As a needs analysis was undertaken in this research, the Delphi technique, one of the techniques for determining needs, was employed in this study. In the first stage of the three-stage Delphi technique, an open-ended question was directed to curriculum development experts. The qualitative data were analyzed using a content analysis method under four themes, Design, Development, Implementation, and Evaluation. In the second stage, a questionnaire was prepared based on the resultant findings and experts were asked whether they agreed with the questionnaire items. After analyzing the questionnaire data using central tendency measures, the second stage was initiated to determine whether there were differences in their views regarding the same questionnaire items. As a result of these procedures, first, the views of experts were obtained on the future of curriculum development and then the quantitative data were collected. Finally, the collected data were analyzed together. Under the design stage of curriculum development, the study findings suggested creating curriculum drafts based on the needs analyses, skills, and abilities and ensuring their suitability to digital platforms. Under the development stage, the results suggested preparing curriculum with interdisciplinary approaches that value student-centered practices, skills, values, and activities. The implementation stage included inclination towards practices such as creating digital content and guiding towards social accountability projects that eliminate the disadvantages of distance education. Lastly, the evaluation stage included effective use of digital platforms, taking safety precautions, and providing counselling services.

References

  1. Arslangilay, A. S. (2019). 21st century skills of CEIT teacher candidates and the prominence of these skills in the CEIT undergraduate curriculum. Educational Policy Analysis and Strategic Research, 14(3), 330–346. https://doi.org/10.29329/epasr.2019.208.15

  2. Aslan, A. K. (2001). Eğitimin toplumsal temelleri [Social foundations of education]. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(5), 16–30.

  3. Baran, E., & AlZoubi, D. (2020). Human-centered design as a frame for transition to remote teaching during the Covid-19 pandemic. Journal of Technology and Teacher Education, 28(2), 365–372.

  4. Başaran, M., Doğan, E., Karaoğlu, E. & Şahin, E. (2020). Koronavirüs (Covid-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma [A study on the effectiveness of distance education, as a return of coronavirus (Covid-19) pandemic process]. Academia Eğitim Araştırmaları Dergisi, 5(2), 368–397.

  5. Celik, T. I., Konokman, G. Y., & Yelken, T. Y. (2022). Evaluation of Distance Learning Practices (From the Instructors Perspective): Planning, Implementation and Evaluation. Education Quarterly Reviews, 5(2), 1-21.

  6. Çalık, T., & Sezgin F. (2005). Küreselleşme, bilgi toplumu ve eğitim [Globalization, information community, and education]. Gazi Üniversitesi Kastamonu Eğitim Dergisi, 13(1), 55–66.

  7. Çalışkan, M. (2018). Felsefe ve eğitim [Philosophy and education]. In Eğitim bilimine giriş (pp. 89–116). Anı Yayıncılık.

  8. Çalışkan, Ö., & Özbay, F. (2015). 12-14 Yaş Aralığındaki ilköğretim öğrencilerinde teknoloji kullanımı eksenli yabancılaşma ve anne baba tutumları: Düzce ili örneği [Estrangement based on the exercise of technology and parents’ attitudes among the primary education students between the ages of 12-14: A case study of Düzce]. Journal of International Social Research, 8(39), 441-458.

  9. Çeliköz, N. (2004). Yeni program geliştirme anlayışına dayalı olarak geliştirilen bir program tasarımının öğrenci başarısına etkisi [The effect of a curriculum design developed based on a new curriculum development approach on student success]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(1), 99–113.

  10. Çeliköz, N. (2004). Yeni program geliştirme anlayışına dayalı olarak geliştirilen bir program tasarımının öğrenci başarısına etkisi [The effect of a program design based on new curriculum development approach on student achievement]. GÜ, Gazi Eğitim Fakültesi Dergisi, 24(1), 99–113

  11. Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods] (M. Bütün and S. B Demir, Trans.). Siyasal Kitapevi.

  12. Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.

  13. Doğan, S. (2019). 2023 eğitim vizyonu belgesine ilişkin okul yöneticileri ve öğretmen görüşleri [School administrators and teachers’ views regarding 2023 education vision document]. Cumhuriyet Uluslararası Eğitim Dergisi, 8(2), 571–592. http://dx.doi.org/10.30703/cije.550345

  14. Frumos, L. (2020). Inclusive education in remote instruction with universal design for learning. Revista Românească pentru Educaţie Multidimensională, 12(2supl1), 138–142.

  15. Gökbulut, B. (2021). Uzaktan eğitim öğrencilerinin bakış açısıyla uzaktan eğitim ve mobil öğrenme [Distanec education and mobile learning from the perspectives of distance education students]. Eğitim Teknolojisi Kuram ve Uygulama, 11(1), 160–177. http://dx.doi.org/10.17943/etku.797164

  16. Gökmen, Ö. F., Duman, İ., & Horzum, M. B. (2016). Uzaktan eğitimde kuramlar, değişimler ve yeni yönelimler [Theories, changes, and new trends in distance education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 29–51.

  17. Husaj, S. (2020). Challenges of language learning during pandemic-Covid-19. Knowledge International Journal, 41(2), 397–400.

  18. Kaçan, A., & Gelen, İ. (2020). Türkiye’deki uzaktan eğitim programlarına bir bakış [A glance at distance education programs in Turkey]. Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 6(1), 1–21.

  19. Karakaş, M. (2020). Covid-19 salgınının çok boyutlu sosyolojisi ve yeni normal meselesi [Multidimensional sociology of the Covid-19 outbreak and the issue of new normal]. İstanbul University Journal of Sociology, 40(1), 541-573.

  20. Karasu, G., & Sarı, Y. E. (2019). Uzaktan eğitim ve yabancı dil öğrenme özerkliği [Distance education and foreign language learning autonomy]. Diyalog Interkulturelle Zeitschrift Für Germanistik, 7(2), 321–334.

  21. Kılıç, F. (2011). Türkiye’de E-öğrenme: gelişmeler ve uygulamalar-II [E-learning in Turkey: Developments and applications-II]. Anadolu Üniversitesi Yayınları, Eskişehir, Türkiye.

  22. Kızılkaya, H. (2021). Program geliştirme çalışmaları üzerine bir değerlendirme: İngiltere ulusal programı [An evaluation on curriculum development activities: The national curriculum of England. Turkish Journal of Educational Studies, 8(1), 68–84. http://dx.doi.org/10.33907/turkjes.762920

  23. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.

  24. Oral, B., & Çoban, A. (2020). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education].Pegem Yayınları, Ankara.

  25. Örs, Ç., Erdoğan, H., & Kipici, K. (2013). Eğitim yöneticileri bakış açısıyla 12 yıllık kesintili zorunlu eğitim sistemi [The 12-year intermittent compulsory education system for from the viewpoints of education administrators]. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 4(2), 131–154.

  26. Özdemir, S. M. (2011). Toplumsal değişme ve küreselleşme bağlamında eğitim ve eğitim programları: kavramsal bir çözümleme [Education and curriculum in the context of social change and globalization: A conceptual analysis]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(1), 85–110.

  27. Perez-Lopez, E., Atochero, A. V., & Rivero, S. C. (2021). Distance Education in Covid-19 period: An analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350.

  28. Reguera, E. A. M., & Lopez, M. (2021). Using a digital whiteboard for student engagement in distance education. Computers & Electrical Engineering, 93, Article 107268.

  29. Şahin, A. E. (2001). Eğitim araştırmalarında delphi tekniği ve kullanımı [Delphi technique and its usage in educational research]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20(20).

  30. Şahin, Ş., Ökmen, B., Boyacı, Z., Kılıç, A., & Adıgüzel, A. (2018). Eğitim programları ve öğretim yüksek lisans programı ihtiyaç analizi [Needs analysis of curriculum and instruction master degree program]. Journal of Higher Education and Science, 8(3), 502–511. http://dx.doi.org/10.5961/jhes.2018.291

  31. Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M., Rasoulpoor, S., Khaledi-Paveh, B. (2020). Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: A systematic review and meta-analysis. Global Health, 16(57). https://doi.org/10.1186/s12992-020-00589-w

  32. Sezgin, A. A., & Karabacak, Z. İ. (2020). Yükseköğretimde dijital dönüşüm ve dijital okuryazarlık dersine yönelik betimsel bir analiz [A descriptive study on digital transformation and literacy course in higher education]. Anadolu Üniversitesi İletişim Bilimleri Fakültesi Uluslararası Hakemli Dergisi, 28(1), 17–30.

  33. Thoha, A. F. K., & Al Mufti, I. H. (2020). Strategic planning at the newly established private higher education institution with full scholarship program (Case study of Stidki Ar Rahmah Surabaya). Education, Sustainability & Society (ESS), 3(1), 31–34.

  34. TIME, (2021) These 29 numbers show how the covid-19 pandemic changed our lives over the last year. https://time.com/5947302/covid-19-data/

  35. Turan, E., Manav, G., & Baran, G. (2021). Delirium determination form for children: A Delphi method study. Journal of Psychiatric Nursing, 12(1), 50–58. http://dx.doi.org/10.14744/phd.2020.36693

  36. Türkoglu, R. (2003). Internet tabanli uzaktan egitim programi gelistirme süreçleri [Internet-based distance education curriculum development processes]. TOJET: The Turkish Online Journal of Educational Technology, 2(3).

  37. UNESCO, (2021). Education: From disruption to recovery, COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse

  38. Vahap, S. A. Ğ. (2003). Toplumsal değişim ve eğitim üzerine [On social change and education]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 27(1), 11–25.

  39. Vare, P., Arro, G., De Hamer, A., Del Gobbo, G., De Vries, G., Farioli, F., Kadji-Beltran, C., Kangur, M., Mayer, M., Millican, R., Nijdam, C., Reti, M., & Zachariou, A. (2019). Devising a competence-based training program for educators of sustainable development: Lessons learned. Sustainability, 11(7), Article 1890. http://dx.doi.org/10.3390/su11071890

  40. Williams, T. K., McIntosh, R. W., & Russell III, W. B. (2021). Equity in distance education during COVID-19. Research in Social Sciences and Technology, 6(1), 1–24.

  41. Zeliff, N. D., & Heldenbrand, S. S. (1993). What has being done in the international business curriculum? Business Education Forum, 48(I), 23–2S.

bottom of page