Yvonne Nalani Meulemans and Matthew Atherton What if we taught students the threshold concepts theory? Has anyone ever done that? Could this be a tool for students to understand the hidden curriculum of higher education? What if we asked students what their own threshold concepts were in their education? This paper reports on a novel … Continue reading Teaching students the threshold concept theory: A potential tool to develop students’ capacity to cope with liminality →

Natasha Hubbard Murdoch The purpose of this research was to describe the threshold concept of interprofessionality which is the deployment of innovative team knowledge toward a common goal at the crux of education and practice and that is based in values and professional codes. Thirteen healthcare students from three different educational institutions across one province … Continue reading Describing the healthcare student threshold concept of interprofessionality: A phenomenography →

Trish Powers Within diverse arrangements of time and place, technology is redesigning how education is purchased, experienced, engaged with, and ultimately used (Lebel & Beaulieu, 2011).This qualitative Australian study followed the experiences and perceptions of twenty-four adult learners in the 25 to 50+ years of age group, transitioning into their first trimester of higher education … Continue reading Threshold Concepts in the online learning space: A Study of Adult Learners’ Transition, Attrition and Perseverance →

Maria Northcote Mantai and Dowling (2015) refer to the Acknowledgements pages of higher degree research (HDR) theses as “an under-utilised yet rich data source” (p. 106) and Hyland (2004) recognises the way in which thesis Acknowledgements have the potential to “reveal academic preferences” and “point to the processes of its [the thesis’] creation” (p. 305). … Continue reading Acknowledging the affirmative: Evidence of supervision learning thresholds in thesis acknowledgements →

Dai-Ling Chen Passing through a threshold concept following the prefabricated gradational stages might not be as straightforward as it seems, especially with a tacit learning pattern against the socio-cultural environment. Predicated on autonomy from Self-Determination Theory, the teacher-researcher aims to investigate how 68 Chinese college students demonstrated their translation competence as the threshold concept in … Continue reading The hidden threshold: the teacher’s bounded autonomy and tacit learning →

Lillian Byrne-Lancaster Background: The presentation is based doctoral research exploring placement experiences influence their sense of becoming a social care worker (SCW). Although recognised as a corner-stone of Irish SCW education (Forkan and McElwee, 2002) it has attracted limited empirical research attention (Byrne-Lancaster, 2014, 2016, 2018; McSweeney, 2018; McSweeney and Williams, 2018). Methods: 13 social … Continue reading Identity transformation: narratives of becoming a social care worker →

Marina Orsini-Jones This paper reports on six years of action-research and threshold-concepts-informed inquiry on the curricular integration of Collaborative Online International Learning (COIL) projects into postgraduate courses on English Language Teacher Education involving participants based in the UK, at Coventry University, and overseas in China, Spain and the Netherlands. At Coventry University, COIL is defined … Continue reading Out of the comfort zone: the trouble with Collaborative Online International Learning (COIL) →