Abstract

Curriculum is pivotal in any learning environment and experience. While much focus is placed on the designed curriculum, for learners, some learnings are hinged on hidden curriculum. Following the outbreak of the global COVID-19 pandemic, and the transition from onsite to online learning, hidden curriculum seems to have been hampered. Hence, issues revolving around hidden curriculum during the outbreak of the COVID-19 pandemic are explored. Review method was adopted for the study. The findings of the study suggest that hidden curriculum is likely to be ineffective as learners are not exposed to their educators in face-to-face learning context where they are able to easily pick and imbibe certain character traits as envisaged in the traditional teaching and learning exercise. The study therefore recommends amongst others the need for minimal time to be scheduled for face-to-face contact sections. Also, educators should be admonished, trained and guided to be intentional about the issue of learners imbibing certain character traits from them during the minimal time scheduled for the face-to-face contact sections.

摘要

课程在任何学习环境和经验中都至关重要。虽然很多重点放在设计的课程上，但对于学习者来说，一些学习取决于隐藏的课程。随着全球 COVID-19 大流行的爆发以及从现场学习到在线学习的过渡，隐藏课程似乎受到了阻碍。因此，探讨了在 COVID-19 大流行爆发期间围绕隐藏课程的问题。研究采用复习法。研究结果表明，隐藏课程可能无效，因为学习者没有在面对面的学习环境中接触到他们的教育者，他们能够轻松地挑选和吸收传统教学中设想的某些性格特征锻炼。因此，该研究建议除其他外，需要为面对面接触部分安排最少的时间。此外，应告诫、培训和指导教育工作者，注意学习者在面对面接触部分安排的最短时间从他们那里吸收某些性格特征的问题。