Advancing the scholarship of teaching and learning using learning theories and reflectivity.

Autor/in	Shawa, Lester Brian
Titel	Advancing the scholarship of teaching and learning using learning theories and reflectivity. Paralleltitel: Spodbujanje dodelitev stipendij za poucevanje in ucenjez ucnimi teorijami in refleksivnostjo.
Quelle	In: CEPS journal, 10 (2020) 1, S. 191-208Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.298
URN	urn:nbn:de:0111-pedocs-203025
Schlagwörter	Sozialer Konstruktivismus; Lernen; Lerntheorie; Lehren; Konstruktivismus; Reflexion (Phil); Hochschulbildung; Hochschullehre; Postgraduiertenstudium; Südafrika (Staat)
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4