ePedagogy as a threshold concept: a reflection on a programme for Science Teaching Assistants

Abstract

A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science TAs. A questionnaire enabled TAs to reflect on the eTools and CIECT’s sessions. The authors reflect on academic developer roles in higher education. Within CIECT’s contribution, ePedagogy was identified as a threshold concept that the TAs found challenging, but that could lead to transformed and improved teaching and learning.

Keywords:

• ePedagogy
• student development
• teaching and learning
• teaching assistants
• threshold concept

Notes on contributors

Juliet Stoltenkamp is the Director of CIECT at UWC. She holds a doctorate in the implementation of eLearning in complex higher education institutions, and specialises in the institutionalising of eLearning, change management strategies, effective use of eTools, ePedagogy, and the design and development of blended learning programmes.

Valentino van de Heyde is an academic developer and former instructional designer & PhD Candidate (Physics) at the Department of Physics and Astronomy at UWC. He has a Master of Science in Physics (Space Weather Physics), and lectured undergraduate courses within the Department. He focuses on the training and support of academics and students within the Department, regarding the application of eTools and sound pedagogy, and related research.

André Siebrits is a researcher at UWC and PhD Candidate in Political Studies at the University of Cape Town (UCT). He has a Master of Arts in International Relations. His research focuses on innovative and effective applications of pedagogical approaches, and supporting the successful implementation and adoption of eLearning.

Disclosure statement

No potential conflict of interest was reported by the authors.

Acknowledgements

We wish to thank all stakeholders for constructive collaboration in delivering the Faculty of Sciences Teaching Assistant Development Programme, as well as the coordinators (Prof Gavin Maneveldt and Dr Rita Kizito), teaching assistants and lecturers who embraced the programme and grappled with ePedagogy and new learning technologies. The conceptualisation of this reflective paper, specifically around ePedagogy as a Threshold Concept, was derived from the personal scholarly work of Dr Juliet Stoltenkamp.