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 5 (2021) The cross-cultural effects of COVID-19 on higher education learning and teaching practice
Articles
Academic development through a pandemic crisis: Lessons learnt from three cases incorporating technical, pedagogical and social support
Murat Sumer, Tracy Douglas, and Kwong Nui Sim
Pivots, pirouettes and practicalities: Actions and reactions of work-integrated learning practitioners
Melissa Connor, Beate Mueller, Samuel Mann, and Martin Andrew
Teaching health science students during COVID-19: Cross-hemisphere reflections
Megann McGill, Christina Turrietta, and Aparna Lal
Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education
Ishaq Al-Naabi, Jo-Anne Kelder, and Andrea Carr
Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece
Margarita Kefalaki, Michael Nevradakis, and Qing Li
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
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
Cross-cultural impacts of COVID-19 on higher education learning and teaching practices in Spain, Oman, Nigeria and Cambodia: A cross-cultural study
Javier Cifuentes-Faura, Deborah Odu Obor, Loeurt To, and Ishaq Al-Naabi
Creating ‘COVID-safe’ face-to-face teaching: Critical reflections on on-campus teaching during a pandemic
Umar Raza Khan, Ghias Mahmood Khan, and Khurram Arbab
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
Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: Perspectives of university language and communication teachers across the globe
Rita Koris and Ágnes Pál
Early-career international academics’ learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography
Jasvir Kaur Nachatar Singh and Humayra Ayasha Chowdhury
Online assessment in higher education during Spanish confinement by COVID-19: The view of students
Enrique Díez-Gutiérrez and Katherine Gajardo Espinoza
Impact of SARS-CoV-2 infection on veterinary medical education
Md. Aminul Islam and Mohammad Shah Alam
