Academic Contents


Curriculum is an indispensable instrument in any educational programme. It has often been contended that its fundamental nature derives from the fact that it is the very foundation for any education system. A longstanding curriculum debate in early childhood education centres on whether early childhood education should follow the traditional academic model of education used with older students (that is, large group, teacher-directed, formal instruction) or whether learning experiences for preschool children should be informal and consist
largely of child-initiated activities.

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Education, as defined by American scholar and biblical thinker Noah Webster, “comprehends all
that series of instruction and discipline which is intended to enlighten the understanding, correct the temper,
form the manners and habits of youth, and fit them for usefulness in their future stations.” Webster’s
definition is itself a demonstration of the chief aim of Christian education—a biblical world view. The
Apostle Paul, in his treatise on the value and authenticity of Scripture, explains that “All Scripture is
inspired by God and is useful for teaching, for correction, for reproof, for training in righteousness, so that
the man of God may be adequate, equipped for every good work.” (II Timothy 3:16-17)

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Challenges in Implementation of Early Childhood Education

in Nigeria: The Way Forward

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Inaugural Lectures from Great Professors in Nigeria Institutions

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I. What is Hybrid Learning?

Hybrid learning combines face-to-face and online teaching into one cohesive experience.
Approximately half of the class sessions are on-campus, while the other half have students
working online. Although that may sound like a cut-and-dry formula, a lot of planning is needed
to ensure that hybrid works well, allowing its two formats to capitalize on each other’s
Given the unique opportunities that hybrid can offer, approach planning carefully. Instructors
need to be familiar with not only the strengths of online and face-to-face teaching in their
rights but also how they can feed into each other over the longer-term.
But before we take a more in-depth look at how to plan a hybrid course, let’s make sure we’re
clear on terms. For example, many people might use the words “hybrid” and “blended”
interchangeably, but in fact, they mean different things. That difference is based primarily on
the proportion of face-to-face and online sessions or instructional material in a given course.
Whereas hybrid refers to teaching that is roughly balanced between its two formats (think
50/50), blended refers to a mostly traditional face-to-face course that incorporates a few class
Introduction to Hybrid Teaching, by the Center for Excellence in Learning and Teaching (CELT) at Iowa State University is licensed under Creative

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