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:
  • Apply to be a Journal Reviewer here
  • Propose a Special Issue for 2021 or 2022 here.
  • Contribute to our Special Issues here.

Current Issue: Volume 18, Issue 5 (2021) The cross-cultural effects of COVID-19 on higher education learning and teaching practice

Articles

PDF

Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents
Dannelle D. Stevens, Rajendra Chetty, Tamara Bertrand Jones, Addisalem Yallew, and Kerryn Butler-Henderson

PDF

Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia
Rajaraman Eri, Prasad Gudimetla, Shaun Star, Josh Rowlands, Anit Girgla, Loeurt To, Fan Li, Nhem Sochea, and Umesh Bindal

PDF

The switch to online teaching during the first COVID-19 lockdown: A comparative study at four European universities
Tomas Kaqinari, Elena Makarova, Jacques Audran, Anna K. Döring, Kerstin Göbel, and Dominique Kern