| dc.contributor.author | Stoltenkamp, Juliet | |
| dc.contributor.author | van de Heyde, Valentino | |
| dc.contributor.author | Siebrits, André | |
| dc.date.accessioned | 2022-05-27T07:12:00Z | |
| dc.date.available | 2022-05-27T07:12:00Z | |
| dc.date.issued | 2020 | |
| dc.identifier.citation | Stoltenkamp, J., van de Heyde, V., & Siebrits, A. (2020). ePedagogy as a threshold concept: A reflection on a programme for science teaching assistants. International Journal for Academic Development, 25(2), 195-199. doi:10.1080/1360144X.2017.1375412 | en_US |
| dc.identifier.uri | doi:10.1080/1360144X.2017.1375412 | |
| dc.identifier.uri | http://hdl.handle.net/10566/7467 | |
| dc.description.abstract | A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science TAs. A questionnaire enabled TAs to reflect on the eTools and CIECT’s sessions. The authors reflect on academic developer roles in higher education. Within CIECT’s contribution, ePedagogy was identified as a threshold concept that the TAs found challenging, but that could lead to transformed and improved teaching and learning. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Routledge | en_US |
| dc.subject | ePedagogy | en_US |
| dc.subject | Student development | en_US |
| dc.subject | Teaching and learning | en_US |
| dc.subject | Threshold concept | en_US |
| dc.subject | Teaching Assistant | en_US |
| dc.title | ePedagogy as a threshold concept: A reflection on a programme for Science teaching assistants | en_US |
| dc.type | Article | en_US |
