Where Is Psychology Teaching and Learning Research Conducted? An Analysis of Institution Setting and Class Sizes

2019 ◽  
Vol 47 (1) ◽  
pp. 8-14
Author(s):  
Courtney Stevens ◽  
Melissa R. Witkow ◽  
Brenna Smelt ◽  
Kendra Good ◽  
Tova Hershman
Keyword(s):  
Teaching And Learning ◽  
Empirical Studies ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Diverse Classroom ◽  
Teaching Context ◽  
Teaching Of Psychology ◽  
Teaching And Learning Research ◽  
Conducting Research ◽  
Doctoral Institutions

This article presents a census of empirical studies on the scholarship of teaching published in Teaching of Psychology, Psychology Learning and Teaching, and Scholarship of Teaching and Learning in Psychology over the past decade. All articles from each issue were coded for characteristics identifying the teaching context in which the research was conducted, focusing on institution type using Carnegie classifications and average class size. The majority of studies on the scholarship of teaching and learning in psychology were carried out in smaller classes (less than 40 students/class) in settings characterized as Master’s or Doctoral institutions. These data suggest an underrepresentation of studies from 2-year Associate’s colleges, as well as from larger enrollment classrooms. Implications are discussed for conducting research in the diverse classroom settings representative of psychology instruction.

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/

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 Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

2019 ◽  
Vol 7 (2) ◽  
pp. 28-50
Author(s):  
Mick Healey ◽  
Kelly E Matthews ◽  
Alison Cook-Sather
Keyword(s):  
Identity Formation ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Discourse Community ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Writing Genres ◽  
New Literature ◽  
Learning Issues

LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars. FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE. REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces). ARGUE:  Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.

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/

Strengthening the Scholarship of Teaching and Learning via Experimentation

2008 ◽  
Vol 35 (4) ◽  
pp. 301-304 ◽  
Author(s):  
Frank M. LoSchiavo ◽  
Mark A. Shatz ◽  
Devereaux A. Poling
Keyword(s):  
Educational Research ◽  
Teaching And Learning ◽  
National Policy ◽  
Experimental Designs ◽  
Small Scale ◽  
Educational Settings ◽  
Scholarship Of Teaching ◽  
Scientific Methods ◽  
Teaching Of Psychology

In recent years, national policy experts have questioned the overall quality of educational research, and they have suggested that researchers strengthen their scientific methods by maximizing the use of experimental designs. To promote more rigorous methodology, we discuss several new and often-overlooked opportunities for incorporating experimentation into the scholarship of teaching and learning in psychology. Although experiments can be difficult to conduct in educational settings, our methodological suggestions are particularly well-suited for relatively small-scale studies, like those typically published in Teaching of Psychology.

Sign in / Sign up

Export Citation Format

Share Document