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 16, Issue 1 (2019) Implementing online learning: Stories from the fieldThis special issue seeks to showcase innovative and progressive features of contemporary university online learning and teaching through illustrative case studies. Each case study highlights at least one critical issue associated with online learning and teaching, with an accompanying discussion of the key theoretical and practical implications of the issue and reference to situated examples of teaching practices from the case. The use of case studies emphasises the theory-practice nexus and seeks to highlight not only good practice, but emerging practice. Individually, the case studies illustrate a range of teaching and learning practices which represent specific, situated advances in online learning practices in HE. Together, the case studies provide a snapshot of flexible, technology-enhanced teaching in Australian universities in 2018 and contribute to the growing record of good practice in online learning in Australian HE.
Editorial - Implementing online learning: Stories from the field
Benjamin A. Kehrwald and Barbara Parker
Lessons learned from implementing remotely invigilated online exams
Joshua Cramp, John F. Medlin, Pheobe Lake, and Colin Sharp
Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA Online
Adriana Ciccone and Liz Hounslow
Negotiating pedagogical challenges in the shift from face-to-face to fully online learning: A case study of collaborative design solutions by learning designers and subject matter experts
Belinda Davey, Kristine Elliott, and Maria Bora
Plan, prepare and connect: How investing in understanding and tracking the evolving needs of online students informs the development of targeted programs for transition and success
Deanna Horvath, Emma Stirling, John Bevacqua, Michael Coldrey, Phil Buultjens, Melissa Buultjens, and Amy Larsen
Successful team-based development of an online course with an external partner: An analysis of the perspectives of academics
Sharon Croxford, Colleen Thomas, Deanna Horvath, Melissa Buultjens, Emma Stirling, Amy Larsen, Tania Roman Stasis, Jessica Radcliffe, Phil Buultjens, Stuart McDonald, and Adrienne Forsyth
Towards best practice in course design: A case study of flexibility and collaboration between users and developers in supporting process with technology
Elizabeth Thomson, Greg Auhl, Philip Uys, Denise Wood, and Dallas Woolley
Implementing work-integrated learning in online construction management courses
Diana Quinn, Edward Cioffi, Steve Hill, Mat Kor, Anna-Clare Longford, Robert Moller, and Pramila Rathore