مؤتمر
Exploring Pathways towards Interdisciplinary, Inter-University Teaching and Learning
| العنوان: | Exploring Pathways towards Interdisciplinary, Inter-University Teaching and Learning |
|---|---|
| المؤلفون: | Kasch, Julia, van Dam, Frans, Bootsma, Margien, Kirkels, Arjan F., van der Molen, Michiel, Prins, F.J., Rimac, Antonija, Schutjens, Veronique, Rebel, Karin |
| المصدر: | Kasch , J , van Dam , F , Bootsma , M , Kirkels , A F , van der Molen , M , Prins , F J , Rimac , A , Schutjens , V & Rebel , K 2021 , ' Exploring Pathways towards Interdisciplinary, Inter-University Teaching and Learning ' , International Society for the Scholarship of Teaching and Learning 2021 , Perth , Australia , 26/10/21 - 29/10/21 . |
| سنة النشر: | 2021 |
| الوصف: | This case study is built on an online interdisciplinary, inter-university bachelor course on sustainability education. Developed by three universities, the course required students to work collaboratively on a ‘Sustainable City of the Future Challenge’. The study is a first step towards future national as well as international interdisciplinary, inter-university collaborations. Our research is based on and inspired by recent scholarly debates in online education on student perceptions of psychological distance experienced between students, teacher and learning content (‘Transactional distance’ [1, 2]) and teaching, social and cognitive presence which are the core elements essential for online learning communities (‘Community of Inquiry’ (CoI) [3]). The aim of this study was to investigate how transactional distance and presence are perceived by students enrolled in our online interdisciplinary, inter-university course. To achieve CoI's and low transactional distance, a challenge-based learning (CBL) approach was applied. As an upcoming approach, CBL is increasingly applied in university programs that aim to prepare students to work on authentic, multidisciplinary, complex, societal challenges [4]. CBL requires students to communicate and collaborate in multidisciplinary teams, to critically think about possible solutions and decision making [5, 6] which contributes to graduate competencies needed in our complex world. However, empirical studies on CBL are scarce and the theoretical papers do not support universities and teachers in applying CBL in their programs. We applied qualitative and quantitative methods commonly known in 'scholarship of teaching and learning’ including students' reflection forms, interviews, and student perception questionnaires. From this study we can draw conclusions about perceived strengths and weaknesses of online CBL. Low to moderate levels of transactional distance and moderate levels of presence (social, cognitive and teaching) were reported. Significant differences in perceived ... |
| نوع الوثيقة: | conference object |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | https://research.tue.nl/en/publications/2567513c-33af-4570-af84-768209a38f7aTest |
| الإتاحة: | https://research.tue.nl/en/publications/2567513c-33af-4570-af84-768209a38f7aTest https://pure.tue.nl/ws/files/194854379/Exploring_Pathways_towards_Interdisciplinary_Inter_University_Teaching_and_Learning.pdfTest |
| حقوق: | info:eu-repo/semantics/openAccess |
| رقم الانضمام: | edsbas.4967D615 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |