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Abstract

Excerpt: At the heart of the Scholarship of Teaching and Learning (SoTL) lies a desire by many in higher education to recognise the centrality of learning and, more particularly, establish teaching as a valid scholarly activity associated with its own epistemology, rigorous methods and peer review process (Kreber, 2007). The role of teaching as a means to facilitate learning is widely recognised through the research literature and institutional policies. SoTL as an emerging field is increasingly diverse although terminology still causes debate (Kreber, 2007).

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