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Originaltitel
Advancing the scholarship of teaching and learning using learning theories and reflectivity
ParalleltitelSpodbujanje dodelitev stipendij za poucevanje in ucenjez ucnimi teorijami in refleksivnostjo
Autor
OriginalveröffentlichungCEPS Journal 10 (2020) 1, S. 191-208
Dokument  (199 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647; 22322647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international frameworks that impact teaching and learning in universities. Engaging SoTL at the academic level, this article uses a postgraduate diploma module, Higher Education Context and Policy (mostly attended by university academics from South African universities) to show how a facilitator could draw from learning theories and reflectivity to teach and advance SoTL. More specifically, it demonstrates how a facilitator could mediate the module utilising a social constructivist learning theory perspective. (DIPF/Orig.)
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Eintrag erfolgte am02.07.2020
QuellenangabeShawa, Lester Brian: Advancing the scholarship of teaching and learning using learning theories and reflectivity - In: CEPS Journal 10 (2020) 1, S. 191-208 - URN: urn:nbn:de:0111-pedocs-203025 - DOI: 10.25656/01:20302; 10.26529/cepsj.298
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