Disciplinary Knowledge Practices in Distance Education: Testing a New Methodology for Teaching Enhancement in History

Autor/inn/en	Macdonald, Janet; Black, Aileen
Titel	Disciplinary Knowledge Practices in Distance Education: Testing a New Methodology for Teaching Enhancement in History
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 9 (2010) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022209349828
Schlagwörter	Professional Development; College Faculty; College Instruction; Reflection; Distance Education; Teaching Methods; History Instruction; Instructional Improvement; Foreign Countries; Electronic Publishing; Open Universities; Teacher Workshops; Intellectual Disciplines; Educational Objectives; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Unterrichtsqualität; Ausland; Elektronisches Publizieren; Offene Universität; Geisteswissenschaften; Educational objective; Bildungsziel; Erziehungsziel; Großbritannien
Abstract	There has been much discussion in this journal of the development of the scholarship of teaching and learning. Indeed the effective enhancement of teaching and learning is more likely to take place when generic lessons are contextualized within the language of the discipline, and adapted to the needs of the students. We describe here a study of the teaching practice of distance tutors on a History course, who were given the opportunity for extended reflection on the demands of the course, and to consider their aims and share their strategies, stimulated by ideas from threshold concepts and troublesome knowledge. In line with common practice in a distance environment, the reflection process took place in a workshop followed by participation in an online group, hosted on a wiki. We illustrate the significant or difficult areas of the course that staff reported, and describe their intentions and some of the strategies that they used for helping students with these critical areas. We propose a new approach to professional development which begins with reflection on the demands of the course itself and its students before considering appropriate facilitation strategies to meet those specific demands. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10