Abstract
The emerging field of SoTL is an inherently interdisciplinary endeavor which requires embracing a diverse range of research methods and disciplinary differences in world views. This diversity has caused a lack of coherence in its conceptualization and communication, which can be confusing for new scholars. Ongoing debates in the community concern the use of theory and methodology, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field which attempts to broadly delineate the available learning theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse disciplines. Further, the framework illustrates the tacit links between learning theories and methodologies, serving as a guide to potential approaches to SoTL work. The framework is illustrated with example SoTL studies. It is hoped that the framework will help ground future SoTL investigations in appropriate theories and methodologies, and build interdisciplinary communication and understanding in the “trading zone” that is SoTL.
Highlights
As an emerging and developing interdisciplinary field, the Scholarship of Teaching and Learning (SoTL) is rich with debate about its nature and purpose (Poole, 2013a)
In our ensuing reading and discussions within the SoTL community, and in our subse quent work with new scholars at our university, we discovered a pervasive belief that educational research is restricted to empirical, if not quantitative, generalizable studies such as those found in educational psychology
While we are in agreement with Felten’s (2013) broad and inclusive definition of SoTL, we offer this framework to help flesh out his principle of being “meth odologically sound” and to increase awareness and acceptance of the range of research methodologies which are used in a diverse range of disciplines, inc luding education, and which may be used to contribute to our knowledge about teaching and learning
Summary
As an emerging and developing interdisciplinary field, the Scholarship of Teaching and Learning (SoTL) is rich with debate about its nature and purpose (Poole, 2013a). In order to define the field and communicate guidelines for good practice, many leaders in the field have developed criteria or taxonomies for defining and evaluating SoTL. Others have developed taxonomies based on levels of analys is. Nelson (2003) divides the field into reports on particular classes, reflections on many years of teaching experience, comparisons of courses or students across time, learning science, and summaries and analyses of sets of prior studies, while Hutchings (2000) delineates the oft referred to “what is,” “what works,” “visions of the possible,” and “formulation of new conceptual frameworks” Nelson (2003) divides the field into reports on particular classes, reflections on many years of teaching experience, comparisons of courses or students across time, learning science, and summaries and analyses of sets of prior studies, while Hutchings (2000) delineates the oft referred to “what is,” “what works,” “visions of the possible,” and “formulation of new conceptual frameworks” (pp. 4-5).
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