Furthermore, informal reflection places society at the centre of the teaching and learning process in order to address the societal need (lecturers and students using Moodle). This reflection produces the competence, integrated, horizontal curriculum (Bernstein, 1999; Khoza*, 2016b).
Thus, Hoadley and Jansen (2013) outline that the use of Moodle in a horizontal curriculum is understood by looking at students’ control over the curriculum (selection), students’ role towards enactment of the curriculum (modules), teaching/learning methodology (focus), knowledge (every
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day), assessment (presence or absence), as well as the teaching and learning platform. As a result, competence curriculum is driven by informal reflection since it encourages built-in competences to emerge from students in order to build their skills during the teaching and learning process (Myers, 2016; Ngubane-Mokiwa & Khoza, 2016; Ozerbas & Ucar, 2014). That is evident when Bates* (2016) asserts that informal reflection enhances a students’ skill and ability to have a measure of control over the way in which they are taught (selection), when they are taught by lecturers (sequence), and how quickly they learn after being taught by lecturers (pace). In other words, lecturers may put more emphasis on horizontal curriculum signals such as learning outcomes, soft-ware resources, assessment as learning, physical access, facilitator role, weeks, chemistry, online learning, and societal-centred activities (Bernstein, 1999; Langer, 2016; Myers, 2016).
Moreover, informal reflections are dependent on opinions and ideas from other people in the society involved during teaching and learning, and it acts as a drive in the society in order to administer horizontal curriculum signals during the implementation of the curriculum (Dewey', 1933; Khoza*, 2016b). Further to this, learning outcomes addresses learners’ intentions in order to fit visions as per the horizontal curriculum (Hyland, Kennedy, Ryan, & 2006; Khoza', 2016a).
All learning activities are societal-centred in the context of informal reflection. This allows students to socially construct their own ideas being assisted by lecturers. Note that Chemistry activities (Physical Science module) are done online where students and lecturers socially interact through scheduled discussions on weekly basis in order to share ideas on the module. This seek lecturers act as facilitators in order to meet the needs of students (Govender & Khoza, 2017; Piaget, 1976). This suggests that informal reflection drives the societal or community teaching and learning process by addressing societal needs (students, lecturers, and others) (Maharajh, Davids,
& Khoza', 2013; Ramrathan, 2017). Thus, informal reflection is not enough alone, it needs to be supplemented by a function of formal reflection during the process of teaching and learning (curriculum implementation).
43 2.4 Formal reflection
Moreover, Bernstein (1999), Hoadley and Jansen (2013), and Khoza (2016b) further outline that a formal rationale is a reflection that places a module at the centre during the teaching and learning process. This kind of reflection produces a performance, collection, or vertical curriculum where content knowledge (prescribed content) are given preference (Bernstein, 1999; Pinar, 2012). This suggests that when lecturers are driven by a formal reflection, they are addressing the module needs because they should know details about the discipline, subject, or module taught (Bernstein, 1999; Taylor, 1993). As a result, the main emphasis is on the module to be taught in such a way that each module stands on its own and has its own collection of terms, signals, or concepts (Hoadley & Jansen, 2013; Khoza*, 2016b). Thus, the formal reflection drives lecturers to focus more on the pedagogy of the module where module content is from the lowest to the highest levels of the cognitive domain (Bloom, 1956; Dewey', 1933). This suggests that a module need is attributed to formal school knowledge such as researched knowledge (studies, policies, and facts) (Khoza & Manik, 2015). In other words, a formal reflection during teaching and learning enhances lecturers to focus on vertical curriculum signals like objectives, hard-ware resources, assessment of learning, instructor, financial access, days, face-to-face lectures, mechanics, and content- centred/cognitivism (Hoadley & Jansen, 2013; Khoza, 2015).
In addition to the above, in a formal reflection, objectives are broad and specific statements that are generated according to the lecturers’ intentions; it uses keywords such as introduce, understand, and so on (Hyland, Kennedy, Ryan, et al., 2006; Khoza-, 2013c). Assessment of learning, “tries to summarise the student learning at some point in time and it has been described as end-of-course assessment” (Hyland, Kennedy, Ryan, et al., 2006, p. 21). Lecturers act as instructors in order to give directives and instructions to be followed by all students in a formal platform irrespective of their ability to learn (Govender & Khoza, 2017; Khoza', 2016a). Thus, Bates* (2016) avers that the formal reflection encourages students to have funds for credits so that they are able to print hardcopies of their learning materials. Formal reflection is driven by face-to-face environments for contact sessions during the teaching and learning process, and formal reflection maintains content-centred cognitive learning activities which are based on mechanics as part of the Physical Science module which encourages a formal or cognitive thinking (Hoadley & Jansen, 2013;
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Maharajh et al., 2013). These curriculum signals suggest that formal reflection is driven by a formal curriculum, a vertical, or professional curriculum, in order to meet the module needs (Bernstein, 1999; Hoadley & Jansen, 2013; Motsa, 2017). Note that the signals from formal reflection advocate a need for a formal reflection (based of researched facts) to address the need of a profession or module during the teaching and learning process (Dewey*, 1938; Khoza*, 2016b; Mpungose*, 2016). As a result, according to Ngubane-Mokiwa and Khoza (2016), formal reflection is highly recognised in the field of education since in each module there is prescribed content to be covered and taught. In other words, there will no teaching without formal reflection.
On the contrary, if lecturers are only grounded with the formal reflection and informal reflection without the personal rationale, which is based on autobiographical experience (currere) for personal development, there will be no quality on the curriculum implementation (Ayers, 1992;
Berkvens et al., 2014; Pinar', 2010).