A pedagogical response to the challenges of delivering collaborative probation education in online environments.

MARTIN, Laura and FOWLER, Andrew (2018). A pedagogical response to the challenges of delivering collaborative probation education in online environments. In: DOMENECH, Josep, MERELLO, Paloma, POZA, Elena de la and BLAZQUEZ, Desamparados, (eds.) HEAd' 18 4th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 1073-1080.

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Link to published version:: https://doi.org/10.4995/head18.2018.8147

Abstract

This paper explores the challenges in delivering post graduate probation education in a predominately online environment. It discusses the key pedagogical theories underpinning the teaching approach, with a particular emphasis on social constructivism, communities of practice and enquiry based learning. The complexities of engaging students in the types of discursive and collegiate activities inherent within these approaches whilst learning at a distance are discussed. A case study exploring the facilitation of a colloborative enquiry based task into the role of emotion work in probation practice is used to demonstrate our response to the challenges identified. Whilst the context of this paper is probation education, it has relevance to those teaching other disciplines within online settings.

Item Type: Book Section
Additional Information: ** From Crossref via Jisc Publications Router. ISSN: 2603-5871
Research Institute, Centre or Group: Law and Criminology Research Group
Departments: Faculty of Social Sciences and Humanities > Department of Law and Criminology
Identification Number: https://doi.org/10.4995/head18.2018.8147
Related URLs:
SWORD Depositor: Margaret Boot
Depositing User: Margaret Boot
Date Deposited: 09 Aug 2018 09:12
Last Modified: 16 Nov 2018 14:11
URI: http://shura.shu.ac.uk/id/eprint/22076

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