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 (Q2, Education) and Web of Science ESCI (Q2, Education) and listed with the EBSCO database. ISSN: 1449-9789.The Journal has no article processing charges.
Join the JUTLP FamilyOur 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:
- Apply to be a Journal Reviewer here
- Propose a Special Issue for 2022 or 2023 here.
- Contribute to our Special Issues here.
2022 Journal of University Teaching and Learning Practice AwardsWe're really proud of the people that are part of our extended editorial, author, review, and reading community as we shape higher education practice.
Outstanding Achievement AwardDr Alisa Percy, University of Technology, Sydney for her years of leadership, compassion, and courage in her capacity beginning as Associate Editor, and concluding as Senior Editor in 2021.
Editor of the YearDr Rebekkah Middleton, University of Wollongong, Australia as a long-term Associate Editor who stepped into the Senior Editor, Developing Teaching Practice in 2022.
Highly Commended EditorMs Carmen Vallis, University of Sydney, Australia for her leadership in peer review management and strategy.
Paper of the YearYour success is our goal: An intervention for failing students by Dr Jenelle Benson, A/Prof Marilyn Chaseling, Dr Elizabeth Emmanuel, Dr Christos Markopoulos and Dr Julie-Ann Paredes, Southern Cross University, Australia.
Most Influential PaperStudent belongingness in higher education: Lessons for Professors from the COVID-19 pandemic by Prof Dianne Tice, Brigham University, USA; Prof Roy Baumeister, University of Queensland, Australia; Dr Joey Crawford, University of Tasmania, Australia; A/Prof Kelly-Ann Allen, Monash University, Australia; and Dr Alisa Percy, University of Technology Sydney, Australia for the highest Scopus citations in the year following publication.
Reviewer of the YearDr Robyn Phillips, Queensland University of Technology, Australia for critical feedback that supported developmental opportunities for authors during blinded peer review.
Current Issue: Volume 19, Issue 5 (2022) Quarterly Issue 3
Peer review in academic publishing: Challenges in achieving the gold standard
Prue Gonzalez, Gail S. Wilson, and Alison J. Purvis
The ecology of peer review: Person-centred, strength-based, and self-determination perspectives
Kelly-Ann Allen, Jonathan Reardon, Lucas Walsh, Lea E. Waters, and Michael L. Wehmeyer
Making the transition from on-campus to online learning: Pre-service teachers' experiences of online learning as a result of COVID-19
Tracey Muir, Sharyn Livy, Carol Murphy, and Allison Trimble
Designing intensive mode science subjects: improving the student and teacher experience
Elaine Huber, Yvonne C. Davila, and Alexandra C G Thomson
Examining the reliability and validity of a Mongolian version of the student online learning readiness instrument using exploratory and confirmatory factor analysis
Itgel Miyejav, Badmaanyambuu Dorj, Tserenbat Oirov, and Odmaa Itgel
Student satisfaction with online academic skills session during the pandemic
Sheryl Mansfield, Samantha King, and Paul Rice
Evaluation of emergency remote teaching during covid-19 lockdown in a Spanish university
Kevin Calderon, Carmen Blanco, Iñigo Gutierrez, Nicolas Serrano, Javier Santos, and Gorka Sanchez
Scaffolding genre-based writing in the subjects: Lecturers’ learning processes in a design-based research project
Cindy Kuiper and Jantien Smit
Student experiences of facilitated asynchronous online discussion boards: Lessons learned and implications for teaching practice
Allison J. James, Tracy A. Douglas, Louise A. Earwaker, and Carey A. Mather