Initiating curriculum mapping on the web-based, interactive learning opportunities, objectives and outcome platform (LOOOP)

Abstract

Background. A web-based curriculum is made transparent by providing multidimensional overviews of content (learning objectives) aligned with learning outcomes and frameworks, opportunities and assessment formats. A South African university embarked on the mapping of its curricula on the web-based learning opportunities, objectives and outcome platform (LOOOP). Objectives. To reflect on the customisation of LOOOP and training of lecturers, and to determine lecturers’ perceptions of the usability and value of LOOOP. Methods. The project manager reflected on the initiating processes, and a survey determined the lecturers’ perceptions of the usability and value of curriculum mapping, using a 4-point Likert scale questionnaire. The convenience sample comprised the first 30 lecturers who had uploaded their curriculum content and consented to partake in this ethics-approved study. Descriptive statistics portray the percentages of agreement on the positive statements of the questionnaire. Results. Challenges related to slow staff buy-in and development were experienced. Required modifications to LOOOP were promptly dealt with. The majority of participants agreed on the usability (≥89%), as well as structure and transparency (≥87%) of LOOOP. Mapping is expected to enhance curriculum revision (≥95%) and communication (≥96%), viewing the curriculum scope, complexity and cohesion (97%), as well as abstracting data for management analysis and reporting (100%). Conclusions. The lecturers agreed on the usability and values of curriculum mapping, which indicates that online mapping is sufficiently beneficial to justify the time and resources invested. Mapping should be a product of collaborative participation and planned as a long-term commitment, which can also be used to research the impact of mapping on student learning.