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 19, Issue 5 (2022) Quarterly Issue 3
Editorial
Peer review in academic publishing: Challenges in achieving the gold standard
Prue Gonzalez, Gail S. Wilson, and Alison J. Purvis
Commentary
The ecology of peer review: Person-centred, strength-based, and self-determination perspectives
Kelly-Ann Allen, Jonathan Reardon, Lucas Walsh, Lea E. Waters, and Michael L. Wehmeyer
Articles
Making the transition from on-campus to online learning: Pre-service teachers' experiences of online learning as a result of COVID-19
Tracey Muir, Sharyn Livy, Carol Murphy, and Allison Trimble
Designing intensive mode science subjects: improving the student and teacher experience
Elaine Huber, Yvonne C. Davila, and Alexandra C G Thomson
Examining the reliability and validity of a Mongolian version of the student online learning readiness instrument using exploratory and confirmatory factor analysis
Itgel Miyejav, Badmaanyambuu Dorj, Tserenbat Oirov, and Odmaa Itgel
Student satisfaction with online academic skills session during the pandemic
Sheryl Mansfield, Samantha King, and Paul Rice
Evaluation of emergency remote teaching during covid-19 lockdown in a Spanish university
Kevin Calderon, Carmen Blanco, Iñigo Gutierrez, Nicolas Serrano, Javier Santos, and Gorka Sanchez
Student perceptions of humour in teaching politics and international relations: a focus group study
Alexander P. Martin
Scaffolding genre-based writing in the subjects: Lecturers’ learning processes in a design-based research project
Cindy Kuiper and Jantien Smit
Student experiences of facilitated asynchronous online discussion boards: Lessons learned and implications for teaching practice
Allison J. James, Tracy A. Douglas, Louise A. Earwaker, and Carey A. Mather
