Collaboration between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems

Autor/in	Allin, Linda
Titel	Collaboration between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems
Quelle	In: Teaching & Learning Inquiry, 2 (2014) 1, S.95-102 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Teacher Student Relationship; Scholarship; Instruction; Learning; Student Research; Action Research; Technology Uses in Education; Student Participation; Power Structure; College Students; College Faculty; Questionnaires; Focus Groups; Interviews + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Studentenforschung; Projektforschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Fakultät; Fragebogen; Interviewing; Interviewtechnik
Abstract	Collaboration is identified as a key feature of pedagogic action research (see Norton, 2009), which is often a core part of Scholarship of Teaching and Learning (SoTL) methodology. Despite this, there appear to be few articles which explore experiences of collaborative partnerships within SoTL. This paper is a personal reflective essay which critically examines the extent to which "collaboration" occurred in a SoTL project designed to explore staff and student use of technology (Allin, Turnock and Thompson, 2011). I critically reflect on the nature of student involvement throughout the project and question whether true collaboration between staff and students can ever be achieved due to the power relations that exist within the current higher education system (Mann, 2001). Developing effective collaborations between students and lecturers mattersfor SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder and Otis, 2009). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01