4.1 Collaborative SoTL inquiry
In the next activity, you will learn about the advantages of conducting a collective or collaborative SoTL inquiry rather than an individual inquiry.
Activity 6 Collaborative inquiry paradigm of SoTL
As you watch this Center for Engaged Learning video (from 05:38 to 07:44), reflect on what Randall Bass from Georgetown University, is saying about conducting SoTL as a collective inquiry.
Randall Bass states that one of the most important characteristics of SoTL is that it should be thought of as being a collective inquiry rather than an individual inquiry.
He says that research on complex problems in any field of knowledge is undertaken in teams. He views SoTL and improvement of learning and teaching as a major complex problem, and SoTL should, therefore, be treated as other kinds of complex research. SoTL should be undertaken in teams, in labs and involve interdisciplinary collaborations that enable different ways of knowing and different strengths to come together.
Even when SoTL is situated in the context of a classroom, or a small set of students, or a particular module, collaboration is vital to strengthen the process of investigations. So, Randall says that institutions or institutional SoTL centres (for example, eSTEeM, Centre for STEM pedagogy at The Open University) should help in creating a collaborative ethos and collaborative momentum for SoTL.
Randall is of the view that SoTL should be viewed as a collaborative inquiry paradigm rather than an individual paradigm, and it is this collaborative focus that is imperative for the growth of SoTL.
In the next section, you will learn to carry out a literature review and how to address aspects such as: what is the existing published literature related to the aim and research questions of your SoTL inquiry? Are there other current/past SoTL projects within your discipline or other disciplines which are related to the inquiry that you are planning?