From herb garden to wiki: Responding to change in naturopathic education through scholarly reflection

Article Sidebar

PDF
Published: Dec 10, 2012
Keywords:
Reflective decision making, integrative teaching practices, technology innovations

Main Article Content

Airdre Grant
Southern Cross University
Meg O'Reilly
Southern Cross University

Abstract

The study of naturopathy in Australia has undergone a number of significant changes that have impacted dramatically on scholarly and academic practice. Naturopathic education has shifted from apprenticeship style with a charismatic teacher, to several private colleges offering advanced diplomas/degrees with Government accreditation, and into the university system. In the university context, reflective practice and scholarship have been key to effective responses to change. These changes include the introduction of new models of technology and delivery, access to greater resources and collegial networks and adoption of innovative teaching approaches; all of which have had a significant impact on a developing pedagogy in naturopathy. Utilising a ethnographic methodology, interviews were conducted with ten naturopathy lecturers to investigate their scholarly reflective approaches to decision making and pedagogy. Some of the changes to academic practice within this context and the innovations arising are discussed. These innovations, whilst increasingly common in higher education, are new pedagogical approaches within the contexts of naturopathy, a discipline that traditionally has sat outside formal learning structures.

Downloads

Download data is not yet available.

Article Details

How to Cite
Grant, A., & O’Reilly, M. (2012). From herb garden to wiki: Responding to change in naturopathic education through scholarly reflection. Journal of the Scholarship of Teaching and Learning, 12(4), 76–85. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3143
Issue
Volume 12, Number 4
Section
Articles
  1. Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

References

Adams, J. (2008). Understanding the factors limiting the acceptability of online course and degrees. International Journal on E-Learning, 7(4), 573–587.

Alavi, M., & Leidner, D. (2001). Research commentary: Technology-mediated learning – A call for greater depth and breadth of research. Information Systems Research, 12(1), 1–10.

Allen, I., & Seaman, J. (2004). Entering the mainstream: the quality and extent of online education in the United States 2003 and 2004. Available at http://www.sloanc.org/publications/survey/pdf/entering_mainstream.pdf,

Baer, H. (2008). The growing legitimation of complementary medicine in Australia: success and dilemmas. Australian Journal of Medical Herbalism, 20(1), 5–11.

Brookfield, S. (2006). The Skillful Teacher: On Trust, Technique and Responsiveness in the Classroom . (2nd ed.). San Francisco: Jossey-Bass.

Chang, R., Kennedy, G., & Petrovic, T. (2008). Web 2.0 and user-created content: Students negotiating shifts in academic authority. Paper presented at the Hello! Where are you in the landscape of educational technology? Proceedings ascilite.

Chickering, A.W., & Dalton, J.C. (2006). Encouraging Authenticity and Spirituality in Higher Education. San Francisco: Josey-Bass.

Cohen, M. (2002). New professor, new department, new journal, new era in medicine Journal of Complementary Medicine, 1(2).

Gall, M.D., Borg, W.R., & Gall, J.P. (1996). Educational research: An introduction ( 6 ed.). White Plains, NY: Longman.

Gray, K., Kennedy, G., Waycott, J., Dalgarno, B., Bennett, S., Chang, R., et al. (2009). Educating the Net Generation. Strawberry Hills: Australian Learning and Teaching Council.

Lefoe, G., O'Reilly, M., & Parrish, D. (2007). Community, exchange and diversity: The Carrick Exchange. Paper presented at the In Proceedings of the 24th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Singapore.

MacLennan, A.H., Myers, S.P., & Taylor, A.W. (2006). The continuing use of complementary and alternative medicine in South Australia: Costs and beliefs in 2004. Medical Journal of Australia, 184(1), 27-31.

MacLennan, A.H., Wilson, D.H., & Taylor, A.W. (1996). Prevalence and cost of alternative medicine in Australia. Lancet, 347(9001), 569-573.

MacLennan, A.H., Wilson, D.H., & Taylor, A.W. (2002). The escalating cost and prevalence of alternative medicine. Preventive Medicine, 35(2), 166-173.

McCabe, P. (2008). Education in naturopathy and western herbal medicine in Australia: Results of a survey of education providers. Complementary Therapies in Clinical Practice, 14(3), 168175.

O’Reilly, M., Lefoe, G., Philip, R., & Parrish, D. (2008). The Carrick Exchange for Higher Education: Design factors for user engagement’ In J. Luca & E. Weippl (Eds.), Proceedings of EdMedia 2008 World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 221–230). Vienna: Association for Advancement of Computers in Education.

O’Reilly, M., & Wojcikowski, K. (2008). Clinical Diagnosis Online. Paper presented at the "Hello! Where are you in the landscape of educational technology?" Proceedings ascilite Melbourne.

Pajo, K., & Wallace, C. (2001). Barriers to the uptake of web-based technology by university teachers. The Journal of Distance Education, 16 (1), 70-84.

Schön, D. (1983). The Reflective Practitioner. London: Arena, Ashgate.

Schwandt, T.A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. L. Denzin, Y.S. (Ed.), Handbook of Qualitative Research (pp. 118). Thousand Oaks, CA: Sage