Disciplinary knowledge practices in distance education: Testing a new methodology for teaching enhancement in history

Macdonald, Janet and Black, Aileen (2010). Disciplinary knowledge practices in distance education: Testing a new methodology for teaching enhancement in history. Arts and Humanities in Higher Education, 9(1) pp. 69–86.

DOI: https://doi.org/10.1177/1474022209349828

Abstract

There has been much discussion in this journal of the development of the scholarship of teaching and learning. Indeed the effective enhancement of teaching and learning is more likely to take place when generic lessons are contextualized within the language of the discipline, and adapted to the needs of the students. We describe here a study of the teaching practice of distance tutors on a History course, who were given the opportunity for extended reflection on the demands of the course, and to consider their aims and share their strategies, stimulated by ideas from threshold concepts and troublesome knowledge. In line with common practice in a distance environment, the reflection process took place in a workshop followed by participation in an online group, hosted on a wiki.We illustrate the significant or difficult areas of the course that staff reported, and describe their intentions and some of the strategies that they used for helping students with these critical areas. We propose a new approach to professional development which begins with reflection on the demands of the course itself and its students before considering appropriate facilitation strategies to meet those specific demands.

Viewing alternatives

Metrics

Public Attention

Altmetrics from Altmetric

Number of Citations

Citations from Dimensions

Item Actions

Export

About

  • Item ORO ID
  • 19840
  • Item Type
  • Journal Item
  • ISSN
  • 1741-265X
  • Project Funding Details
  • Funded Project NameProject IDFunding Body
    Not SetNot SetQAA Scotland
    Not SetNot SetHEA
  • Keywords
  • professional development; discipline knowledge practices; online communities
  • Academic Unit or School
  • Faculty of Wellbeing, Education and Language Studies (WELS)
  • Copyright Holders
  • © 2010 The Authors
  • Depositing User
  • Users 772 not found.

Recommendations