Part One
Part Two:
Education success for students depends on more than just class work and practical education for learners. Course sequencing is another important factor in education. It refers to the order of courses learners are prepared to take throughout their learning course. In most cases, the order begins with the simple cases followed by the more complex ones. In particular, more general subjects forms the simple cases while the specific units and practical subjects from the complex courses. This order of sequencing education has various benefits in the education system. They include:
Smooth transitions: course sequencing enables the teachers to determine the beginning and end of specific education objectives for any learning segment. Ideally, the course-sequencing program enables teachers to link the objectives learned from one level of education to the next. This will provide learners with a smooth learning curve. As a result, the learners will be able to make sense of the education program at the end of the final course units through the smooth connectivity from the objectives of the first class to those the final class (Xu, Xiang, & van der Schaar, 2015).
Better organization: facilitating the learning process is a demanding activity. Therefore, it is in the best interest of the providers to determine the right procedure to ensure sufficient results are attained at the end of it all. As a result, course sequencing enables teachers as well as learners to organize themselves throughout the course to ensure that the important aspects in each section are grasped effectively. This is only possible if the learning process has a course sequencing order to guarantee maximum organization in the process (Xu, Xiang, & van der Schaar, 2015).
Future planning: course sequencing enables teachers and students to project the future period for each segment of the learning process. Ideally, it provides them with an opportunity to allocate time for each program. This enables them to adjust the program schedule so that those units that are complex and core to the main program are allocated enough time while those with less contribution are allocated less time in relation to their importance to the students' final grade (Xu, Xiang, & van der Schaar, 2015).
On the other hand, taking courses out of the sequences comprises of various risks and challenges. They include:
Failure of assessment checks: failure to follow course sequencing in the learning program makes it difficult for learners and teachers to attain their optimal objectives. This is because course sequencing necessitates the development of units as well as lesson plans to guide the path of attaining optimal outcomes as the results of the program. Therefore, lack of sequencing jeopardizes the possibility of attaining the intended outcomes at the end and hence lowering the credibility of the education program (Xu, Xiang, & van der Schaar, 2015).
Scaffolding problems: an education program without course sequencing contains high risks of failure to anticipate difficulties and problematic areas in the specific course segments. This is because the education program is full of difficulties and problems in understanding as well as interpreting several important concepts. Therefore, lack of a course sequencing to ensure the smooth transition of ideas makes it difficult for teachers and students to anticipate such challenges (Xu, Xiang, & van der Schaar, 2015).
References
Xu, J., Xiang, T., & van der Schaar, M. (2015). Personalized Course Sequence Recommendations. arXiv preprint arXiv:1512.09176.
