Grounding the curriculum

Abstract

This article argues that with the advent of online learning and the widespread use of discussion forums, there is an opportunity for faculty to encourage students to collaboratively reflect on their own teaching experience from their own unique viewpoints and contexts. Moreover, this shift towards active participation in online discussions has become essential to the student learning experience so that the full range of views and values from an increasingly diverse and non-traditional student base are shared and reflected. In this way it is suggested that traditional notions of curriculum as being defined and controlled by tertiary institutions are being transformed by the grounded experiences of student teacher practice.