Advancing the Scholarship of Teaching and Learning using Learning Theories and Reflectivity

  • Lester Brian Shawa University of KwaZulu Natal, South Africa

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.

References

Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development: Six theories of child development (pp. 1–60). Greenwich, CT: Jai Press.

Boose, D., &. Hitchings, P. (2016). The scholarship of teaching and learning as a subversive activity. Teaching and Learning Inquiry, 4(1), 1–12.

Boshier, R. (2009). Why is the scholarship of teaching and learning such a hard sell? Higher Education Research and Development, 28(1), 1–15.

Boyer, E. (1996). The scholarship of engagement. Journal of Public Service and Outreach, 1(1), 11–20.

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Washington, DC: The Carnegie Foundation for the Advancement of Teaching.

Fanghanel, J., Pritchard, J., Potter, J., & Wisker, G. (2016). Defining and supporting the Scholarship of Teaching and Learning (SOTL): A sector-wide study. Heslington, UK: Higher Education Academy.

Fani, T., & Ghaemi, F. (2011). Vygotsky’s zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia: Social and Behavioural Science, 29, 1549–1554.

Flint, E. (2016). Engaging social constructivist teaching in the diverse learning environment: Perspectives from a first year faculty member. Higher Education for the Future, 3(1), 38–45.

Fry, H., S. Ketteridge., & Marshall, S. (2009). A handbook for teaching and learning in higher education. New York, NY: Taylor and Francis.

Glassick, C. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877–880.

Hằng, Ngȏ, B. A., & Pilot, A. (2017). Interaction of Vietnamese teachers with a social constructivist-based primary science curriculum in a framework appropriate for a Confucian heritage culture. Asia-Pacific Science Education 3(2). Retrieved from doi10.1186/s41029-017-0013-0

Hsueh-Jui L. S., & Lan. Y. (2016). Social constructivist approach to web-based EFL learning: Collaboration, motivation, and perception on the use of Google docs. Educational Technology and Society, 19(1), 171–186.

John-Steiner, V., &. Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191–206.

Kay, D., & Kibble. J. (2016). Learning theories 101: Application to everyday teaching and scholarship. Advanced Physiology Education, 40(1), 17–25.

Kreber, C. (2013). Empowering the scholarship of teaching: An Arendtian and critical perspective. Studies in Higher Education, 38(6), 857–869.

Kreber, C., & Kanuka. H. (2006). The scholarship of teaching and learning and the online classroom. Canadian Journal of University Continuing Education, 32(1), 109–131.

Leibowitz, B., & Bozalek. V. (2016). The scholarship of teaching and learning from a social justice perspective. Teaching in Higher Education, 21(2), 109–122.

Maurer, T. (2016). The scholarship of teaching and learning in family science. Family Science Review, 21(2), 1–17.

McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. In J. Braxton (Ed.), Analysing faculty work and rewards: Using Boyer’s four domains of scholarship - New directions in institutional research (pp. 37–50). San Francisco, CA: Jossey-Bass.

O’Brien, F. (2013). Higher education context and policy: A module in the postgraduate Diploma in Higher Education. Durban: University of KwaZulu-Natal.

Quin, L., &Vorster. J. (2015). Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers. Assessment and Evaluation in Higher Education, 41(7), 1100–1113.

Reddy, S., Searl, R., Shawa, L. B., & Teferra, D. (2016). A balancing act: Designing and facilitating a university education induction programme for (early career) academics. Studies in Higher Education, 40(10), 1820–1834.

Remmik, M., Karm, M., Haamer, A., & Lepp, L. (2016). Early-career academics’ learning in academic communities. International Journal for Academic Development, 16(3), 187–199.

Scanlan, J., & Chernomas, W. (1997). Developing the reflective teacher. Journal of Advanced Nursing, 25(6), 1138–1143.

Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Schumm, M., & Bogner, F. (2016). How environmental attitudes interact with cognitive learning in a science lesson module. Education Research International, 2016. Retrieved from doi.org/10.1155/2016/6136527

Schunk, D. (2012). Learning theories: An educational perspective. Boston, MA: Pearson Education.

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947.

Subbaye, R., & Dhunpath, R. (2016). Early-career academic support at the University of KwaZulu-Natal. Towards a scholarship of teaching. Studies in Higher Education, 41(10), 1803–1819. doi:10.1080/03075079.2016.1221657

Taylor, D., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in Medical Education. Medical Teacher, 35(11), 1561–1572.

Timmermans, J., & Ellis, D. (2016). Reconceptualising the scholarship of teaching and learning at the University of Waterloo: An account of influences and impact. New Directions for Teaching and Learning, 2016(146), 71–78.

Vithal, R. (2018). Growing a scholarship of teaching and learning institutionally. Studies in Higher Education, 43(3), 468–483. doi:10.1080/03075079.2016.1180350

Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Willis, J., Muktha, J., & Nilakanta, R. (2007). Foundations of qualitative research: Interpretive and critical approaches. Thousand Oaks, CA: Sage.
Published
2019-06-28
How to Cite
SHAWA, Lester Brian. Advancing the Scholarship of Teaching and Learning using Learning Theories and Reflectivity. Center for Educational Policy Studies Journal, [S.l.], june 2019. ISSN 2232-2647. Available at: <https://ojs.cepsj.si/index.php/cepsj/article/view/298>. Date accessed: 22 july 2019. doi: https://doi.org/10.26529/cepsj.298.