The Journal of University Teaching and Learning Practice is a tri-annual, 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. It is indexed by Scopus and listed with the EBSCO database. ISSN: 1449-9789.
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Current Issue: Volume 15, Issue 5 (2018)
Aligning Information Literacy Assessment with Metacognitive Strategies
Kirsten Hostetler, Tian Luo, and Jill E. Stefaniak
Integrating reading and writing: supporting students' writing from source
Adeline Cooney, Eamon Darcy, and Denis Casey
Foundation biology students’ critical thinking ability: Self-efficacy versus actuality
Gerry M. Rayner and Theo Papakonstantinou
Transforming student expectations through a real-time feedback process and the introduction of concepts of self-efficacy – surprising results of a university-wide experiment
Warren Lake, William (Bill) E. Boyd, and Wendy Boyd
The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course
Roshni Narendran, Shamika Almeida, Rebecca Coombes, Geraldine Hardie, Eunice Quintana-Smark, Nabi Zaher, Hui-Ling Wang, Ahabab Chowdhury, and Barry Stevenson
Engaging students in co-creation of sociological knowledge and curriculum design as a form of deep engagement
Paulina Billett and Dona Martin