Study the Affecting of Factors Influence the Design of a Syllabus

Abstract

The study included the factors influencing the design of the curriculum, and the study used a descriptive research design to collect the required data for quantitative and qualitative analysis. The elements impacting the creation of the curriculum were included in the study, which employed a descriptive research approach to gather the necessary information for both quantitative and qualitative analysis. New opportunities to enhance language learning have emerged with the introduction of cutting-edge technical tools and in conjunction with the transition from a teacher-centered to a student-centered approach to language teaching. According to pertinent literature, this innovative approach to teaching may have both advantages and disadvantages that may have an impact on teachers' and students' participation in the relatively recent phenomenon of flipped learning. In order to better understand how curriculum design influences learning, the current study set out to look into the relationship between these two types of influences. Course design is viewed as the foundation of the curriculum development process that contributes to shaping and guiding the subsequent stages of teaching and assessment. The study is a qualitative case study that aims to explore the factors that have influential effects on the efficiency of the process of course design from the perspectives of teachers who design their courses in a college context in Oman. It also aims to explore how these factors affect course design. The study draws on the philosophy and epistemology of the interpretive paradigm that shapes and guides its methodology, methods of data collection, and analysis of data. Findings of study show that there is a variety of factors that affect course design. These factors can be categorized into two major categories, Student and Institutional Factors. Based on the findings of data analysis, the study offers a number of implications that are of value for those who are involved in the process of course design, particularly in the current context.