Curriculum flexibility in a blended curriculum


  • Herma Jonker University of Amsterdam / Windesheim University of Applied Sciences
  • Virginie März Université catholique de Louvain
  • Joke Voogt Univesity of Amsterdam / Windesheim University of Applied Sciences



curriculum flexibility, blended curriculum, collaborative design, curriculum implementation, perceived curriculum, qualitative research, case study research


This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.


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Author Biography

Herma Jonker, University of Amsterdam / Windesheim University of Applied Sciences






How to Cite

Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68–84.




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