Philosophical Underpinnings of Curriculum Conceptions and Models of Teaching for Online Learning

Running head: RESEARCH PAPER 1
Research Paper
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RESEARCH PAPER 2
Question; 1. Various philosophical lenses help scholars and practitioners define and
operationalize conceptions of curriculum, including the following five conceptions described in
the literature:  Social reconstruction  Cognitive process  Academic  Technology 
Humanistic
A. Articulate the philosophical underpinning of any three of these conceptualizations, framing
your argument within the demands of online curriculums and relatability of the conception to
address the needs of learners in online contexts.
B. Describe 5 models of teaching according to Joyce, Weil, and Calhoun’s and the efficacy of
each model as they fit with the conceptions you describe for online learning.
Answer:
All the proposals for improving studies depends on the assumptions that teachers can
learn complex models of teaching and implement them. In this context, various philosophical
lenses help scholars and practitioners to define and conceptualize the curriculum. The traditional
models of teaching are represented regarding a broad array of teaching systems. Each system
contains a unique philosophical foundation that relates to the theory of learning regarding related
pedagogical methodologies. In this paper, I have articulated the philosophical underpinnings of
the curriculum conceptions by framing the arguments regarding the online curriculum by
relaying these conceptions to address the needs of learners in an online context.
A curriculum is seen as the broad term as it depends on the perspective of individuals,
leaders or organization and the components of the curriculum may vary. According to Astutik,
Nur and Susantini, 2016) curriculum may have different types of experiences and skills which

RESEARCH PAPER 2
include cognitive processes, curriculum as technology and curriculum for social
reconstructionism. The cognitive processes in the context of online learning refer to the
intellectual capacity or skills, in the process of learning while curriculum as technology refers to
the learner's access to the materials. Academic concepts such as self-completing and
consummatory encounters identify with particular reason and perspectives planning as an open
passage for self-disclosure (Dean & Bergeron, 2015). Social Reconstructionism is spun around
the part the understudy plays in the more noteworthy framework as a neighborhood. The teachers
and the school have a guarantee to adopt more flexibility. With everything taken into account,
the mentor uses the fundamental technique to oversee the course of student. In each of the online
courses, the mentor identifies the problem and solve it accordingly.
Goodlad (2014) also observes the substance of informational activities as far-reaching.
He portrays educational activities as including both unequivocal and clear enlightening modules.
Express informative ventures intertwine all the ordinary parts of school encounters, classes
offered, tests are given, instructional materials, and so on. The verifiable informative
undertakings are the manner by which bearing takes place and "messages transmitted" through
the physical structure and the social affiliations experienced at school.
According to Sterling, Dawson and Warwick, (2018), it is stated that progressive
educators were caught in a dualistic relationship which will separate the studies from mainstream
society. In this context, Shambaugh said that social reconstruction involves active participation
regarding doing as it intends the social purpose for the activities which will be instilled through
practice only (2018). Standards of research do not rule the quest for knowledge but, it is brought
regarding immediate relation with the human ends. Social reconstruction also acts as the guide
regarding experiences within the online learning context. It helps in evaluating the results by