The Influence of Psychological Determinants in Higher Education Curriculum Design and the Applicability of the Research, Development, and Diffusion Model in Curriculum Evaluatio
The higher education landscape is continually evolving, with curriculum design and evaluation at the forefront of this evolution. Two critical aspects that have gained attention in recent years are the influence of psychological determinants in curriculum design and the applicability of the Research, Development, and Diffusion (RDD) model in curriculum evaluation, particularly in the context of universities in developing countries. Psychological determinants play a significant role in shaping the curriculum design in higher education. These determinants include factors such as students' learning styles, motivation, and prior knowledge. Understanding these factors is crucial for educators to create effective and engaging curricula that cater to the diverse needs of students. For instance, recognizing that students have different learning styles can lead to the incorporation of various teaching methods, such as visual, auditory, and kinesthetic approaches, to enhance learning outcomes (Bandura, 1986). On the other hand, the RDD model has been widely used in evaluating the effectiveness of curricula. This model emphasizes the importance of research in identifying educational needs, the development of curriculum materials based on research findings, and the diffusion of these materials to ensure widespread adoption. However, its applicability in the context of universities in developing countries has been questioned. Challenges such as limited resources, infrastructure, and technological barriers hinder the successful implementation of the RDD model in these settings (Holt, 2016). To address these challenges, universities in developing countries can adopt a more flexible and adaptive approach to curriculum evaluation. This approach involves continuous assessment and feedback mechanisms that allow for real-time adjustments based on students' performance and feedback. Additionally, leveraging technology, such as online platforms and mobile applications, can facilitate the dissemination of curriculum materials and bridge the gap caused by limited resources (Moss & Cranton, 2005). In conclusion, psychological determinants significantly influence curriculum design in higher education, while the RDD model, despite its merits, faces challenges in applicability in developing countries. By adopting a more flexible and adaptive approach to curriculum evaluation, universities in these regions can overcome barriers and enhance the effectiveness of their curricula. References: Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc. Holt, D. (2016). Curriculum and assessment in higher education: A guide for quality assurance in universities. Routledge. Moss, D., & Cranton, P. (2005). Using learning communities to promote instructional innovation and reduce faculty isolation. In D. G. Oblinger, J. L. Voss, & P. R. Petrop (Eds.), Proceedings of the 2005 International Conference on College Teaching and Learning. Athens, GA: University System of Georgia.
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