Enabling SoTL via Critical Reflections

Abstract

The June 2021 issue of AJSoTL is a distinctive read because it features an exclusive compilation of six Reflections on Practice, which left me pondering upon this question—What are the different roles of reflection on teaching and learning for educators, particularly in relation to the scholarship of teaching and learning (SoTL)? I came up with three conclusions. Firstly, collections of educators' reflections on their teaching practices, students' reflections on personal learning experiences, or any other relevant stakeholders' reflections have the potential to serve as data or evidence that can be further examined by educators to derive meaningful teaching and learning insights via content, discourse, or text analysis. To date, we are seeing an ample amount of SoTL work that utilises written, and even visual, reflections as a data source in addition to data from surveys, interviews, pre-/post-tests, observations, course assignments/portfolio/assessments, think-aloud activities, and so forth. (Abstract taken from first paragraph of document)