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    Rights statement: The final, definitive version of this article has been published in the Journal, Teaching in Higher Education, 20 (5), 2015, © Informa Plc

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Student and teacher co-navigation of a course: following the natural lines of academic enquiry

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Student and teacher co-navigation of a course: following the natural lines of academic enquiry. / Huxham, Mark; Hunter, Megan; McIntyre, Angela et al.
In: Teaching in Higher Education, Vol. 20, No. 5, 2015, p. 530-541.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Huxham, M, Hunter, M, McIntyre, A, Shilland, R & McArthur, J 2015, 'Student and teacher co-navigation of a course: following the natural lines of academic enquiry', Teaching in Higher Education, vol. 20, no. 5, pp. 530-541. https://doi.org/10.1080/13562517.2015.1036730

APA

Huxham, M., Hunter, M., McIntyre, A., Shilland, R., & McArthur, J. (2015). Student and teacher co-navigation of a course: following the natural lines of academic enquiry. Teaching in Higher Education, 20(5), 530-541. https://doi.org/10.1080/13562517.2015.1036730

Vancouver

Huxham M, Hunter M, McIntyre A, Shilland R, McArthur J. Student and teacher co-navigation of a course: following the natural lines of academic enquiry. Teaching in Higher Education. 2015;20(5):530-541. Epub 2015 Apr 27. doi: 10.1080/13562517.2015.1036730

Author

Huxham, Mark ; Hunter, Megan ; McIntyre, Angela et al. / Student and teacher co-navigation of a course : following the natural lines of academic enquiry. In: Teaching in Higher Education. 2015 ; Vol. 20, No. 5. pp. 530-541.

Bibtex

@article{de0d9a0ad34040b5943a8766f3260884,
title = "Student and teacher co-navigation of a course: following the natural lines of academic enquiry",
abstract = "Using the mountaineering metaphor of {\textquoteleft}natural lines{\textquoteright} this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.",
author = "Mark Huxham and Megan Hunter and Angela McIntyre and Robin Shilland and Jan McArthur",
note = "The final, definitive version of this article has been published in the Journal, Teaching in Higher Education, 20 (5), 2015, {\textcopyright} Informa Plc ",
year = "2015",
doi = "10.1080/13562517.2015.1036730",
language = "English",
volume = "20",
pages = "530--541",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Student and teacher co-navigation of a course

T2 - following the natural lines of academic enquiry

AU - Huxham, Mark

AU - Hunter, Megan

AU - McIntyre, Angela

AU - Shilland, Robin

AU - McArthur, Jan

N1 - The final, definitive version of this article has been published in the Journal, Teaching in Higher Education, 20 (5), 2015, © Informa Plc

PY - 2015

Y1 - 2015

N2 - Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.

AB - Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.

U2 - 10.1080/13562517.2015.1036730

DO - 10.1080/13562517.2015.1036730

M3 - Journal article

VL - 20

SP - 530

EP - 541

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 5

ER -