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Scholarship of teaching and learning: ‘what the hell’ are we getting ourselves into?

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dc.contributor.author Swart, Arthur James
dc.contributor.author Luwes, Nicolaas
dc.contributor.author Olwagen, Lienie
dc.contributor.author Greyling, Cameron
dc.contributor.author Korff, Carel
dc.date.accessioned 2018-08-14T09:01:04Z
dc.date.available 2018-08-14T09:01:04Z
dc.date.issued 2016
dc.identifier.issn 0304-3797
dc.identifier.issn 1469-5898
dc.identifier.uri http://hdl.handle.net/11462/1488
dc.description Published Article en_US
dc.description.abstract Academics must be encouraged to reflect on their teaching, to apply new pedagogies to support student learning and to report on the results of these actions, which really forms part of programmes relating to Scholarship of Teaching and Learning (SoTL). However, there seems to be resistance among some academics to get involved in these programmes due to fear of change or discrimination. The purpose of this article is to highlight the perceptions of four academics from different engineering fields towards such a programme from a University of Technology in South Africa. A qualitative study is employed where a focus group interview was used to gather data which are correlated to the SoTL unicycle detailed in the article. A benefit of joining an SoTL programme includes ‘developing a teaching action plan’ while a key challenge relates to time concerns. An implication may be to stimulate awareness among non-participating academics about what an SoTL programme really engenders. en_US
dc.format.extent 1 374 821 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.subject Perceptions en_US
dc.subject benefits en_US
dc.subject challenges en_US
dc.subject principles en_US
dc.title Scholarship of teaching and learning: ‘what the hell’ are we getting ourselves into? en_US
dc.type Article en_US

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