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What is Threshold Concept

Chapter 4
Building and Maintaining Adult Learning Advantage
An idea or pattern which must be understood in order for more advanced learning to occur in a particular discipline or field.
Published in Chapter:
Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research: Preliminary Work for a Grant Application
Shalin Hai-Jew (Hutchinson Community College, USA)
Copyright: © 2020 |Pages: 41
DOI: 10.4018/978-1-7998-4516-4.ch004
Abstract
The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.
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More Results
Chapter 10
New Course Design to Reply Uncertainty: Evidence From Marketing Programs Approaching Innovation Theories
A fundamental concept that allows students to “make sense” and integrate many previously unrelated ideas within a certain discipline, as well as enhance the individuals’ communication of specific terminology. It has characteristics of being (1) transformative, because without the “new way of seeing” emerging from it students cannot progress at the level required for an advanced comprehension of the actual marketing scenario; (2) irreversible, because it would allow students to understand the phenomenon in a less conceptually complex manner; (3) integrative, because it allows student to clearly understand the previously hidden interrelatedness of innovations within marketing phenomenon; and (4) troublesome, because it involves a set of knowledge which can be “conceptually difficult, counter-intuitive or event “alien.”
Published in Chapter: New Course Design to Reply Uncertainty: Evidence From Marketing Programs Approaching Innovation Theories; From: Evaluating the Gaps and Intersections Between Marketing Education and the Marketing Profession
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Chapter 10
Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology
In certain academic disciplines there are “conceptual gateways” or “portals” that help students overcome “troublesome” learning events.
Published in Chapter: Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 11
Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design
Threshold concepts are fundamental underpinnings that are central to a body of knowledge. They are defined as “a transformed way of understanding, or interpreting, or viewing something without which the learning cannot progress” (Meyer & Land, 2005 AU252: The in-text citation "Land, 2005" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 53 AU253: Anchored Object 140 ).
Published in Chapter: Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design; From: Handbook of Research on Humanizing the Distance Learning Experience
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Chapter 7
Bridging Theory to Practice: Building Research Self-Efficacy in Doctoral Students From the Beginning
A core concept that is crucial to progressing and understanding more complex concepts ( Kiley, 2015 ).
Published in Chapter: Bridging Theory to Practice: Building Research Self-Efficacy in Doctoral Students From the Beginning; From: Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education
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