高等教育学院框架在高等教育合作学习与教学中的应用:一个案例研究和扩展模型

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Teaching & Learning Inquiry-The ISSOTL Journal Pub Date : 2018-09-25 DOI:10.20343/TEACHLEARNINQU.6.2.11
E. Kravariti, A. Gillespie, K. Diederen, Sophie Smart, Caroline Mayberry, Alan J. Meehan, Danielle Bream, Peter Musiat, Silia Vitoraou, D. Ståhl, K. Dyer, Sukhi Sukhwinder, K. Coate, J. Yiend
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引用次数: 3

摘要

随着互联网的接入和使用呈指数增长,教学实践越来越多地嵌入在线平台。我们报告了一项关于参与式学生学习的在线倡议,即由同行领导、工作人员协助的研究方法和统计电子帮助台,我们使用高等教育学院(HEA)学习和教学伙伴关系框架的视角和指导原则对其进行了评估和重新开发。重新开发的目的是引导主动性朝着更加综合和可持续的实施方向发展,正如在线合作学习社区的应用结构所体现的那样。我们在电子帮助台方面不断发展的经验突出了促进者在工程和维护在线社区中的社会存在方面的核心作用。我们提出了一个建立在线伙伴关系学习社区的扩展模型,其中伙伴关系包含了HEA框架中概述的学生和员工伙伴关系的所有基本要素,但也由用户和促进者之间的类似伙伴关系参数严格定义。在这个模型中,随着学科专业知识的增加,引导者的角色在教学中变得更加重要,但学科专业知识的下降水平可以促进用户和引导者的自主学习和共享发现水平的上升。
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Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model
As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.
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来源期刊
Teaching & Learning Inquiry-The ISSOTL Journal
Teaching & Learning Inquiry-The ISSOTL Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
30.00%
发文量
37
审稿时长
17 weeks
期刊最新文献
Navigating between Scylla and Charybdis: SoTL as its Own Kind of Inquiry Experiences with Supporting Teachers with Scholarship of Teaching and Learning at a Research-Intensive University: Lessons Learned Defining Active Learning: A Restricted Systemic Review Using Scenarios to Explore the Complexity of Student-Faculty Partnership Challenges of Shaping Student Study Strategies for Success: Replication and Extension
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