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Degrees of disciplinarity in equipping mature students in higher education for engagement and success in lifelong learning

[Zeitschriftenartikel]

Toynton, Robert

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-230971

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Abstract For the mature student, the recognition and validation of prior knowledge, much of which may be tacit, is central to both confidence and further learning. From a theoretical stance the use of interdisciplinary study or applying interdisciplinary approaches within monodisciplinary study should benefit the learning of the mature student. Such approaches also allow the learner to develop skills central to continued lifelong learning. The introduction of interdisciplinarity within part of an undergraduate programme at the University of Sheffield has been monitored over the last four years. The insights provided suggest that mature students may find this approach initially discomforting but this is outweighed by the learning and empowerment it provides. Interdisciplinarity has been equally challenging for the tutors, but their acknowledgement of learning through the process has been a positive outcome.
Freie Schlagwörter interdisciplinarity; lifelong learning; mature student; prior knowledge; tacit knowledge;
Sprache Dokument Englisch
Publikationsjahr 2005
Seitenangabe S. 106-117
Zeitschriftentitel Active Learning in Higher Education, 6 (2005) 2
DOI http://dx.doi.org/10.1177/1469787405054236
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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