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 4 (2021)

Editorial

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Reframing theory of, and for, practice in higher education
Alisa Percy, Nona Press, Martin B. Andrew, and Vikki Pollard

Commentary

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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

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Omani EFL learner perceptions and motivation toward online learning
Behnam Behforouz, Ali Al Gaithi, and Neda Fekri

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Improving students’ performance with time management skills
Robert Wilson, Keith Joiner, and Alireza Abbasi