Literaturnachweis - Detailanzeige
| Autor/in | Booth, Melanie |
|---|---|
| Titel | Boundaries and Student Self-Disclosure in Authentic, Integrated Learning Activities and Assignments |
| Quelle | In: New Directions for Teaching and Learning, (2012) 131, S.5-14 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-0633 |
| DOI | 10.1002/tl.20023 |
| Schlagwörter | Learning Activities; Ethics; Assignments; Online Courses; Privacy; Self Disclosure (Individuals); College Students; College Faculty; Teacher Role; Power Structure; Educational Environment; Integrated Curriculum; Guidelines; Access to Information; Student Evaluation; Empathy; Teacher Student Relationship |
| Abstract | Faculty in higher education may find themselves reading student work or hearing students' voices in class or in online course discussion boards that reveal a lot of personal information, information that they think might be better kept private, information that may be concerning or even threatening. In their attempts to create richer learning activities that are integrated with their students' lived experiences and to assess their students' learning more authentically, faculty may find that students reveal personal information that raises questions about their boundaries, their roles, and their ethical responsibilities. How do faculty navigate the boundary challenges that arise when activities and assignments that are intended to foster and assess authentic and integrated student learning result in students disclosing private information? This chapter reviews the benefits and challenges of fostering authentic, integrated learning; discusses perspectives of privacy, power, and ethics; and identifies approaches for faculty to traverse boundary challenges that may surface in these rich learning environments. (ERIC). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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