scholarly journals The Place of Research Paradigms in SoTL Practice: An Inquiry

2020 ◽  
Vol 8 (2) ◽  
pp. 17-31
Author(s):  
Neil Haigh ◽  
Andrew John Withell
Keyword(s):  
Teaching And Learning ◽  
Research Projects ◽  
Potential Influence ◽  
Scholarship Of Teaching ◽  
Self Reflection ◽  
Know How ◽  
Research Paradigms ◽  
Review Criteria

Research paradigms constitute views that a researcher holds about (a) the nature of reality and what they can know about it (that is, ontology); (b) the potential influence of their existing ideas and values on what they want to know, how they try to get to know, and criteria they use to make judgments about knowledge (epistemology); and (c) appropriate strategies for developing and evaluating knowledge (methodology). These views may influence their conception, design, implementation, and accounts of research projects. Critical self-reflection (reflexivity) is required to recognize these views and articulate their implications for projects. As scholars of teaching and learning, we attend explicitly to these views and their implications for our projects. However, our observation of  practice in the field of the Scholarship of Teaching and Learning (SoTL) in general, as documented in publications, indicates that while some colleagues attend to such views and implications, others do not. This observation prompted us to explore the extent to which journal-based accounts of SoTL projects refer to paradigm-related views and possible explanations for the attention that their authors do, or do not, give to this consideration. Explanations proposed include conceptions of SoTL, journal author guidelines and review criteria, and properties of the concept of a paradigm. Recommendations for educating new SoTL practitioners about research paradigms and their possible relevance to SoTL, based on our inquiry, are also presented.

scholarly journals Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Anita Acai ◽  
Bree Akesson ◽  
Meghan Allen ◽  
Victoria Chen ◽  
Clarke Mathany ◽  
...  
Keyword(s):  
Graduate Students ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Self Reflection ◽  
Successful Student

Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL) practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of graduate students, educational developers, and faculty members engage in detailed self-reflection on our past and ongoing SoTL projects as an inquiry into what it means to be in a successful student-faculty/staff partnership. Using thematic analysis, we identify and describe four distinct domains that can shape partnerships: (1) motivations to participate, (2) challenges, (3) power, and (4) definitions of success. The article concludes with a set of questions to stimulate initial and ongoing conversations between partners to guide new partnerships in defining the parameters for success in their proposed collaboration. Les partenariats avec les étudiants sont considérés comme l’un des principes de bonne pratique de l’Avancement des connaissances en enseignement et en apprentissage (ACEA). Toutefois, tous les partenariats ne connaissent pas le même succès. Quelles sont les caractéristiques communes des partenariats réussis et quels sont les éléments préparatoires qui peuvent aboutir à des partenariats mieux réussis? Dans cet article, notre groupe, consistant d’étudiants de cycles supérieurs, de conseillers pédagogiques et de professeurs, se lance dans une auto-réflexion détaillée sur nos projets passés et présents en ACEA qui constitue une enquête sur ce que cela signifie de faire partie d’un partenariat réussi entre étudiants, professeurs et membres du personnel. Par le biais de l’analyse thématique, nous identifions et décrivons quatre domaines distincts qui façonnent les partenariats : 1) la motivation à participer, 2) les défis, 3) le pouvoir et 4) les définitions de la réussite. En conclusion, nous posons un groupe de questions pour stimuler les conversations initiales et continues entre les divers partenaires afin de guider les nouveaux partenariats à définir les paramètres menant à la réussite dans leur collaboration proposée.

Research Paradigms Underpinning Scholarship of Teaching and Learning Papers

2020 ◽  
pp. 70-82
Author(s):  
Kym Fraser ◽  
Ekaterina Pechenkina
Keyword(s):  
Teaching And Learning ◽  
Original Sample ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Research Paradigms ◽  
The Individual ◽  
Dominant Paradigm

In this second edition of this chapter, the authors re-examine the question of paradigms underpinning contemporary Scholarship of Learning and Teaching (SoTL) research. Focusing on the same journals from the original sample, the authors applied the same methodological tools to the new sample which comprised randomly selected articles published in 2018. The authors identified the paradigm underpinning each article by looking at the stated or implied intent of the article's authors, the drivers of their research (axiology), the nature of the knowledge/understanding developed from their research (epistemology), the literature and methods used, and the outcomes of their work. Using the classification of research paradigms employed in this book, the neo-positivist, inductive mode emerged as the dominant paradigm in both journals, accounting for over half of the papers in both the individual and combined samples. The findings are discussed in terms of their application to future SoTL research.

scholarly journals Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

2017 ◽  
Vol 17 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Linh Dich ◽  
Karen M Brown ◽  
Jeff H Kuznekoff ◽  
Theresa Conover ◽  
John P Forren ◽  
...  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Research Question ◽  
Research Projects ◽  
Scholarship Of Teaching ◽  
Course Content ◽  
Faculty Learning Community ◽  
Teaching And Learning Research ◽  
Faculty Learning

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming “failed” aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and Learning research and the role of a faculty learning community in overcoming these challenges. Research pitfalls included lack of student participants, non-significant findings, expectations for understanding related course content, technology issues, use of deception, determining the research question, and managing bias. Ultimately, the faculty learning community engendered a foundation for successful research projects by shared inquiry into these research “failures.” 

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

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