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 and listed with the EBSCO database. ISSN: 1449-9789.
The Journal has no article processing charges.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 19, Issue 2 (2022) Quarterly Issue 2
Editorial
The EdTech difference: Digitalisation, digital pedagogy, and technology enhanced learning
Michael A. Cowling, Joseph Crawford, Carmen Vallis, Rebekkah Middleton, and Kwong Nui Sim
Commentary
Articles
Emergency support for faculty: Adherence to best practices in designing, developing, and implementing virtual training during a pandemic
Meredith Rausch, Lee Flood, Rhia Moreno, Stacy Kluge, and Arthur Takahashi
A self-regulated learning management system: Enhancing performance, motivation and reflection in learning
Henry Khiat and Silke Vogel
The use of Adobe Connect in synchronous online teaching
Atefeh Elekaei
The impact of online assessment challenges on assessment principles during COVID-19 in Oman
Asma Hilal Al-Maqbali and Raja Maznah Raja Hussain
Introducing conditional probability using the Monty Hall problem
Ricela Feliciano-Semidei, Ke Wu, and Rachel M. Chaphalkar
Are undergraduate students studying smart? Insights into study strategies and habits across a programme of study
Suzanne Fergus
Prioritising lifeload over learning load: Understanding post-pandemic student engagement
Rachel Hews, Judith McNamara, and Zoe Nay
Your success is our goal: An intervention for failing students
Jenelle Benson, Marilyn Chaseling, Elizabeth Emmanuel, Christos Markopoulos, and Julie-Ann Paredes
