This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Toynton, R. Search for Related Content Social Bookmarking                         What's this?

Degrees of disciplinarity in equipping mature students in higher education for engagement and success in lifelong learning

University of Sheffield, UK, r.toynton{at}sheffield.ac.uk

For the mature student, the recognition and validation of prior knowledge, much of which may be tacit, is central to both confidence and further learning. From a theoretical stance the use of interdisciplinary study or applying interdisciplinary approaches within monodisciplinary study should benefit the learning of the mature student. Such approaches also allow the learner to develop skills central to continued lifelong learning. The introduction of interdisciplinarity within part of an undergraduate programme at the University of Sheffield has been monitored over the last four years. The insights provided suggest that mature students may find this approach initially discomforting but this is outweighed by the learning and empowerment it provides. Interdisciplinarity has been equally challenging for the tutors, but their acknowledgement of learning through the process has been a positive outcome.

Key Words: interdisciplinarity • lifelong learning • mature student • prior knowledge • tacit knowledge

Active Learning in Higher Education, Vol. 6, No. 2, 106-117 (2005)
DOI: 10.1177/1469787405054236


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?