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Current and Future Trends in Higher Education Learning: Implications for Curriculum Design and Delivery
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Author(s): Mary Holz-Clause (California State Polytechnic University, Pomona, USA), Dileepkumar Guntuku (International Crop Research Institute for Semi-arid Tropics, India), Vikram Koundinya (University of Connecticut, USA), Reginald Clause (California State Polytechnic University, Pomona, USA)and Kanika Singh (International Crop Research Institute for Semi-arid Tropics, India)
Copyright: 2015
Pages: 16
Source title:
Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies
Source Author(s)/Editor(s): Nwachukwu Prince Ololube (Ignatius Ajuru University of Education, Nigeria), Peter James Kpolovie (University of Port Harcourt, Nigeria)and Lazarus Ndiku Makewa (University of Eastern Africa, Kenya)
DOI: 10.4018/978-1-4666-8162-0.ch015
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Abstract
Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.
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