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Autor/inShawa, Lester Brian
TitelAdvancing the Scholarship of Teaching and Learning Using Learning Theories and Reflectivity
QuelleIn: Center for Educational Policy Studies Journal, 10 (2020) 1, S.191-208 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1855-9719
SchlagwörterLearning Theories; Reflective Teaching; Educational Research; College Instruction; Postsecondary Education as a Field of Study; Foreign Countries; College Faculty; Units of Study; Learning Activities; Faculty Development; South Africa
AbstractThe 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. (As Provided).
AnmerkungenUniversity of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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