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 ESCI (Q2, Education) 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 20, Issue 5 (2023) Quarterly Issue 2
Editorial
Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond
Joseph Crawford, Michael Cowling, Sally Ashton-Hay, Jo-Anne Kelder, Rebekkah Middleton, and Gail S. Wilson
Commentary
Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice
Bronwyn Eager and Ryan Brunton
Articles
Flipped Classroom: Students’ Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program
Amrinder Khosa and Steven Burch
An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study
Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, Tina Overton, and Angela Ziebell
Is Artificial Intelligence Really the Next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper
Xianghan (Christine) O'Dea and Mike O'Dea
The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods
Azam Kaeedi, Ahmad Reza Nasr Esfahani, Fereydoon Sharifian, and Saeed Moosavipour
Student behavioural intentions to use eLearning system in Indonesian higher education during the COVID-19 pandemic: A structural equation model
Jullie Jeanette Sondakh, Sandra Ingried Asaloei, and Basilius R. Werang
Assessment Strategies in Online Learning Environments During the COVID-19 Pandemic in Oman
Asma Hilal Al-Maqbali and Abdullah Al-Shamsi
The Evolution of Long-Term Fieldwork-Based Teaching in Heritage Management: Implications for Non-placement Work Integrated Learning
Nicholas Gill and Deborah Gough
A Pilot Study of Transdisciplinary Graduate Capabilities, Interpersonal Communication, and Technical Competence: Bachelor of Applied Information Technology and Master of Social Work Student Partnership
Hilary Gallagher, Jianqiang Liang, Geraldine Torrisi-Steele, and Sylvia Ramsay
Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)
Antonia J. Clarke, Annette Burgess, Christie van Diggele, Jacqueline Bloomfield, Carl Schneider, Eszter Kalman, and Merrilyn Walton
Exploring Faculty Mindsets in Equity-Oriented Assessment
Eliana Elkhoury, Ameera Ali, and Robin Sutherland-Harris
Pandemic-induced course and assessment changes for undergraduate engineering education: The Development of Graduate Attributes
Toh Yen Pang, Alex Kootsookos, and Elena Pirogova
Developing Researcher Identity Through the PhD Confirmation
Marion Heron, Nadya Yakovchuk, and Helen Donaghue
Review
The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students – A Meta-Analytic Review
S Porkodi, Yousuf Mohammed AlBalushi, R Saranya, and Vaidehi Pandurengan
