| dc.creator |
Anthony Clarke |
|
| dc.creator |
Harry Hubball |
|
| dc.date |
2010-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:08:31Z |
|
| dc.date.available |
2015-07-20T22:08:31Z |
|
| dc.identifier |
http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.2 |
|
| dc.identifier |
1918-2902 |
|
| dc.identifier |
https://doaj.org/article/ef2501061af643aeac7e2a8c47b87968 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/12076 |
|
| dc.description |
The scholarship of teaching and learning (SoTL) is a distinctive form of research that is shaped by multi- disciplinary contexts and focuses on practice-driven institutional/curricula/classroom inquiries with an explicit transformational agenda. This essay provides critical insight to the importance of communities of SoTL practitioners, diverse investigations and methodological approaches within and across disciplines. For example, through an integrated and iterative process, a community of SoTL researchers plays a critical role to enhance and sustain on-going SoTL research. Equal to all forms of research endeavour, interpretations of SoTL research require a healthy scepticism, analysis of methodological rigour, and an openness to alternative perspectives and analysis.L'avancement des connaissances en enseignement et apprentissage (ACEA) dans l'enseignement supérieur est une forme de recherche distinctive façonnée par des contextes multidisciplinaires. Axée sur la pratique, elle est centrée sur caractérisée par des enquêtes sur des institutions, des programmes d’enseignement et des classes, tout en axée sur la pratique et visant un objectif transformationnel explicite. Cet essai fournit un aperçu critique de l’importance des communautés d’intervenants de l’ACEA et des diverses enquêtes et approches méthodologiques au sein de chaque discipline et entre elles. Par exemple, grâce à un processus intégré et itératif, la communauté des chercheurs en ACEA joue un rôle essentiel en améliorant la recherche continue sur ce sujet et en la soutenant. Indépendamment du sujet considéré, l’interprétation de la recherche sur l’ACEA suppose de faire preuve d’un scepticisme sain, d’analyser la rigueur méthodologique et d’être ouvert aux autres perspectives et analyses. |
|
| dc.language |
English |
|
| dc.language |
French |
|
| dc.publisher |
Society for Teaching and Learning in Higher Education |
|
| dc.relation |
http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/2 |
|
| dc.relation |
https://doaj.org/toc/1918-2902 |
|
| dc.source |
Canadian Journal for the Scholarship of Teaching and Learning , Vol 1, Iss 1 (2010) |
|
| dc.subject |
SoTL research |
|
| dc.subject |
SoTL methodologies |
|
| dc.subject |
SoTL research questions |
|
| dc.subject |
data collection |
|
| dc.subject |
SoTL research considerations |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Diverse Methodological Approaches and Considerations for SoTL in Higher Education |
|
| dc.type |
article |
|