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Boundaries and student self‐disclosure in authentic, integrated learning activities and assignments
Author(s) -
Booth Melanie
Publication year - 2012
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20023
Subject(s) - authentic learning , psychology , pedagogy , boundary (topology) , student engagement , mathematics education , mathematics , mathematical analysis
How do we navigate the boundary challenges that arise when activities and assignments that are intended to foster and assess authentic and integrated student learning result in students disclosing private information?