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 3 (2021)
Editorial
Editorial 18:3 Celebrating women in higher education on International Women’s Day
Kerryn Butler-Henderson, Alisa Percy, and Jo-Anne Kelder
Commentary
During and beyond a pandemic: Publishing learning and teaching research through COVID-19
Joseph Crawford
Articles
Work like a girl: Redressing gender inequity in academia through systemic solutions
Kelly-Ann Allen, Kerryn Butler-Henderson, Andrea Reupert, Fiona Longmuir, Ilana Finefter-Rosenbluh, Emily Berger, Christine Grove, Amanda Heffernan, Nerelie Freeman, Sarika Kewalramani, Shiri Krebs, Levita Dsouza, Grace Mackie, Denise Chapman, and Marilyn Fleer
Team-taught vs sole-taught anatomy practical classes: Enhancing the student learning experience
Laura Y. Whitburn, Meg Colasante, Heath McGowan, Diane L. Hughes, Aaron C. McDonald, Rod A. Green, and Anita Zacharias
Short, multi-modal, pre-commencement transition programs for a diverse STEM cohort.
Amy Larsen, Sarah Cox, Christopher Bridge, Deanna Horvath, Michael Emmerling, and Carmel Abrahams
The double-edged sword of ‘best aspects’ and ‘needs improvement’ in student experiences: A qualitative analysis
Lily Arasaratnam-Smith, Narelle Coetzee, and Courtney Hodson
Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning
Hadiyanto Hadiyanto, Failasofah Failasofah, Armiwati Armiwati, Mukhlash Abrar, and Yulhenli Thabran
Camera Roll, Action! Non-specialist Undergraduate English Learners’ Perceptions of Using Video Production in Learning English
I Gusti Ngurah Agung Wijaya Mahardika, Utami Widiati, Yazid Bhastomi, and Nunung Suryati
DIY assessment feedback: Building engagement, trust and transparency in the feedback process
Matthew Smith and Cassie Lowe
Why and how educators use exemplars
Eleanor Hawe, Helen Dixon, and Richard Hamilton
Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning
Leovani Guimarães and Renato Lima
The impact of COVID-19 on the private higher education system and students in Oman
Mohammed Abushammala, Wajeeha Qazi, and Ram Kishore Manchiryal
