Titlebook: Unbundling the University Curriculum; MOOCs, Online Progra Kate O‘Connor Book 2022 The Editor(s) (if applicable) and The Author(s), under e

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Disciplines, Professional Fields, and Their Significance,g, .; Trowler et al., .). As part of these debates, concerns have been raised that disciplinary knowledge is being undermined by a context which tends to privilege generic vocationally oriented agendas (Karseth, .; Wheelahan & Moodie, .; Young & Muller, .). This chapter considers these debates in re

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From Constructivism to Clarity and Control,ctivism. Within the scholarship of teaching and learning in higher education? many argue that current teaching practice is focused too strongly on content? and needs to move toward more ‘constructivist’ approaches in which students’ own constructions of knowledge are centered? and learning is ‘a(chǎn)ctiv

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Book 2022m matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are rec

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Curriculum and Crisis in the Unbundled University,issues taken up in the book which are amplified in an unbundled context: differences between disciplines and fields in the formulation of curriculum? and the extent these are recognized in university strategy; and the push for constructivist pedagogies, and its effects on curriculum construction. Th

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Understanding Curriculum in Higher Education, field of curriculum inquiry which informed this understanding, and how these were taken up to understand the case studies of unbundled online learning discussed later in the book. It highlights the concerns a focus on curriculum draws attention to, which are neglected in debates centered on learnin

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