scholarly journals Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Reimagining higher education in the wake of COVID-19

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Journal Editor ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The World ◽  
Global North ◽  
North And South

In this editorial, journal editor-in-chief, Zach Simpson, introduces the peer-reviewed articles and reflections in Volume 4, Issue 2 of the SOTL in the South journal. These papers, Zach argues, each reimagine aspects of higher education: the classroom, the curriculum, the role of SOTL and so on. In addition, the editorial addresses the current (at the time of publication) coronavirus pandemic afflicting the world, arguing that COVID-19 is not only deepening inequalities between the global North and South, but also rendering SOTL ever more important.Keywords: SOTL in the South, teaching and learning, higher educaiton, special issueHow to cite this article: Simpson, S. 2020. Reimagining higher education in the wake of COVID-19. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 1-3. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=145This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

2020 ◽  
pp. 65-105
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Context ◽  
Grant Application ◽  
Budget Planning ◽  
Sense Of Direction ◽  
Teaching And Learning Research ◽  
New Directions ◽  
Innovative Thinking ◽  
Learning Research

The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.

scholarly journals The transformative potential of Southern SOTL for Australian Indigenous Studies

2017 ◽  
Vol 1 (1) ◽  
pp. 108
Author(s):  
Susan Page
Keyword(s):  
Teaching And Learning ◽  
Social Justice Education ◽  
Complex Problem ◽  
Indigenous Studies ◽  
Short Paper ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Transformative Potential ◽  
Indigenous Perspectives

The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that Indigenous scholars are already making to the field in general and to social justice education more specifically.   How to cite this reflective piece:   PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2016 ◽  
pp. 26-47 ◽  
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

scholarly journals Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies

2020 ◽  
Author(s):  
Meegan Hall ◽  
P Adds ◽  
Michael Ross ◽  
P Borell
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Indigenous Knowledge ◽  
Teaching And Learning ◽  
Threshold Concepts ◽  
Irreversible Change ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in applying threshold concepts to a relatively new discipline that centres Indigenous knowledge and practices. The transformative elements of Māori studies and the irreversible change that Western epistemologies have caused to Māori studies’ knowledge are discussed. The bounded aspect of Māori studies is canvased, as well as the ability of Māori studies to integrate with other cognate disciplines. The troublesome nature of Māori studies content is explored, along with the discursive elements of its formal and coded curricula. Also, the idea of liminality is examined, as a way to demarcate the academic territory of Māori studies and clarify the curriculum. Ultimately, many questions emerge in this article but also opportunities to advance the SOTL research in both threshold concepts as a theory and Māori studies as a discipline.   How to cite this article: HALL, Meegan; ADDS, Peter; ROSS, Mike; BORELL, Phillip. Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 91-107, sep. 2017. Available at: . Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Towards a Magic Cube Framework in Understanding Higher Education 4.0 Imperative for the Fourth Industrial Revolution

2019 ◽  
pp. 107-130 ◽  
Author(s):  
Bo Xing
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Related Factors ◽  
Higher Education System ◽  
Fourth Industrial Revolution ◽  
Research And Innovation ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
Magic Cube

Higher Education in the Fourth Industrial Revolution, or HE 4.0, is an umbrella term for accommodating different manner of teaching and learning, research and innovation, service, and infrastructure that are often portrayed as key elements of a university. Despite the imperative of HE 4.0, the truly transformed HE environment is still far from reality. This discrepancy raises many questions such as (1) What makes HE4.0 so special? and (2) How could the potential good of HE 4.0 be unlocked? This chapter seeks to add to the literature by offering a “magic cube” framework, which includes diverse axes, faces, and layers/slices, in understanding various inter-related factors. The result of this study (i.e., the magic cube framework for HE 4.0) is developed to support all stakeholders of higher education system to fully grasp the strengths of HE 4.0 in response to the Fourth Industrial Revolution.

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