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disciplinarity.",{"name":70,"@type":61,"acceptedAnswer":71},"Which framework does the article use to address the SoTL integration gap?",{"text":72,"@type":64},"It presents a meta-synthesis that highlights Peircean architectonics as a paradigm for reframing convergence and illuminating its realization in Terry Anderson’s prototype for online education theory.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598367,1792165662,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Scholarship of Integration in Online Education  \n(Re)Cadrer nos cadres: Architectonique, intertextualité et les savoirs sur l'éducation dans l'éducation en ligne  \nJeremy Dennis, St. Louis Community College, USA  \nAbstract  \nThe pandemic of 2020 has renewed interest in technology as an integrative agent in higher education. However, advancements in technology continue to outpace the scholarship of integration in the Scholarship of Teaching and Learning (SoTL), even though American educator Ernest Boyer valued it as an area of continuous interdisciplinary inquiry. This thought piece calls for areconsideration of Boyer’s appreciation of integration as convergence or intertextuality. Intertextuality and its digital correlate or hypertextuality operationalize online education. Yet, they are often ignored as modes of convergence that challenge disciplinarity. This paradox signals a need for a scholarly discourse and framework that can help educators to (re)conceptualize the inherently integrative nature of knowledge and online education. To address this deficit in the SoTL, this meta-synthesis evidences Peircean architectonics as the paradigm that reframes our understanding of convergence and illuminates its actualization in Canadian educator Terry Anderson’s prototype for online education theory. Architectonic logic enriches this model and provides online educators with a common discourse and interdisciplinary framework that will advance the scholarship of integration in online education.  \nKeywords: Architectonics; Digital interdisciplinarity; Intertextuality ; Online education theory  \nRésumé  \nLa pandémie de 2020 a renouvelé l'intérêt pour la technologie en tant qu'agent d'intégration dans l'enseignement supérieur. Cependant, les progrès de la technologie continuent de dépasser lessavoirs concernant l’intégration dans l’Avancement des Connaissances en Enseignement et en Apprentissage (SoTL par ses sigles en anglais), même si l'éducateur américain Ernest Boyer l'a appréciée comme un domaine de recherche interdisciplinaire continue. Cet article de réflexion appelle à reconsidérer l'appréciation de Boyer de l'intégration en tant que convergence ou intertextualité .  \nCJLT/RCAT Vol. 48 (2)  \nL'intertextualité et son équivalent numérique ou hypertextualité rendent opérationnelle l'éducation en ligne. Pourtant, ils sont souvent ignorés en tant que modes de convergence qui remettent en cause la disciplinarité . Ce paradoxe signale le besoin d'un discours et d'un cadre savants qui peuvent aider les éducateurs à (re)conceptualiser la nature intrinsèquement intégrative des connaissances et de  \nl'éducation en ligne. Pour combler ce déficit dans le SoTL, cette méta-synthèse met en évidence  \nl'architectonique de Peircean comme le paradigme qui recadre notre compréhension de la convergence et éclaire son actualisation dans le prototype de l'éducateur Canadien Terry Anderson pour la théorie del'éducation en ligne. La logique architectonique enrichit ce modèle et fournit aux éducateurs en ligne un discours commun et un cadre interdisciplinaire qui feront progresser les savoirs sur l'intégration dans l'éducation en ligne.  \nMots clés : Architectonique ; Interdisciplinarité numérique ; Intertextualité ; Théorie de l'éducation en ligne  \nIntroduction  \nIn the wake of the pandemic of 2020, online education has emerged as a key feature in many academic systems around the world. This seismic shift in the organization of higher education has ignited a renewed interest in technology as an agent for democratic education and integrative teaching and learning (Alexander, 2020; Schwab & Malleret, 2020). However, advancements in technology continue to outpace the scholarship of integration in the Scholarship of Teaching and Learning (SoTL) . As a result, the gap widens between educators who see technology as a tool for teaching and learning and those who see ","cbCaimFN1st4OOAj","https://ap.wps.com/l/cbCaimFN1st4OOAj","pdf",129672,17,"English","# Abstract\n# Keywords\n# Introduction\n## Technology and integration in higher education\n## Framing and tensions in SoTL\n## Convergence vs disciplinarity","[{\"question\":\"How does the article connect technology with integration in higher education?\",\"answer\":\"It argues that the 2020 pandemic increased interest in technology as an integrative agent, yet technological progress has continued to outstrip integration-focused SoTL scholarship.\"},{\"question\":\"What role does intertextuality (and hypertextuality) play in online education according to the text?\",\"answer\":\"Intertextuality and its digital correlate, hypertextuality, make online education operational, but they are frequently overlooked as modes of convergence that challenge disciplinarity.\"},{\"question\":\"Which framework does the article use to address the SoTL integration gap?\",\"answer\":\"It presents a meta-synthesis that highlights Peircean architectonics as a paradigm for reframing convergence and illuminating its realization in Terry Anderson’s prototype for online education theory.\"}]","(Re)Framing Our Frames - Vol. 48 - Summer 2022 - Architectonics, Intertextuality, and the Scholarship of Integration in Online Education | PDF",1792086799,43]