Welcome to the Journal of University Teaching and Learning Practice (JUTLP)
JUTLP is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. The Journal is indexed by Scopus and listed with the EBSCO database. ISSN: 1449-9789.
Our COVID-19 Collaborative Expression of Interest Process
At the Journal of University Teaching and Learning Practice, we understand the role that we can have in supporting early career researchers and academics to launch their international networks in the absence of international conferences. The Journal of University Teaching and Learning Practice would like to support this transition during COVID-19. For academics seeking to form new international research relationships, please fill in the expression of interest form. We will aim to pair you with potential collaborators. At this stage, we can only pair English projects. Please note our support in forming collaborative teams does not guarantee publication in our Journal, and all final submissions will undergo rigorous peer review processes.Join the JUTLP Family
Our Journal has a strong team of Editors, Guest Editors, Reviewers, and Authors. If you would like to be a part of our journey, please consider the following open expressions of interest:Current Issue: Volume 18, Issue 4 (2021)
Editorial
Reframing theory of, and for, practice in higher education
Alisa Percy, Nona Press, Martin B. Andrew, and Vikki Pollard
Commentary
Student belongingness in higher education: Lessons for Professors from the COVID-19 pandemic
Dianne Tice, Roy Baumeister, Joseph Crawford, Kelly-Ann Allen, and Alisa Percy
Articles
Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania
Patrick Severine Kavenuke and Abdulghani Muthanna
Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions
Sue Downie, Xiaoping Gao, Simon Bedford, Kenton Bell, and Tracey Kuit
Omani EFL learner perceptions and motivation toward online learning
Behnam Behforouz, Ali Al Gaithi, and Neda Fekri
A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning
Lesley Andrew, Ruth Wallace, and Ros Sambell
Attitudes and experiences among first-year regional Australian undergraduate students toward the study of chemistry
Mani Naiker, Lara Wakeling, Joel Johnson, and Stephen Brown
Improving students’ performance with time management skills
Robert Wilson, Keith Joiner, and Alireza Abbasi
The effect of problem-based learning on students’ learning attitude in tertiary level education: A case study of the college system in Bangladesh
Shamsiah Banu Mohamad Hanefar, Abu Rusho Muhammad Toab Hussain, and Adrian Jarvis
The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities
Mai Le, Long Pham, Kioh Kim, and Nhuong Bui
Rediscovering feedback and experiential learning in the English-medium instruction classroom
Jeongyeon Kim and Victoria Kim
Enhancing assessment literacies through development of quality rubrics using a Triad based peer review process
Peter Grainger
Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices
Sally Baker, Caitlin Field, Jung-Sook Lee, and Nicole Saintilan
Training political reporters during a federal election: The UniPollWatch student journalism project
Andrew Dodd, Peter English, Johan Lidberg, and Maxine Newlands
Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
Tim Cleminson and Neil Cowie
A deeper look at predicting outcomes for future educators
Merideth Van Namen
Sharing the construction of assessment rubrics with students: A Model for collaborative rubric construction
Jason K. Morton, Maria Northcote, Peter Kilgour, and Wendy A. Jackson
