•  
  •  
 

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 and listed with the EBSCO database. ISSN: 1449-9789.

Our COVID-19 Collaborative Expression of Interest Process

At the Journal of University Teaching and Learning Practice, we understand the role that we can have in supporting early career researchers and academics to launch their international networks in the absence of international conferences. The Journal of University Teaching and Learning Practice would like to support this transition during COVID-19. For academics seeking to form new international research relationships, please fill in the expression of interest form. We will aim to pair you with potential collaborators. At this stage, we can only pair English projects. Please note our support in forming collaborative teams does not guarantee publication in our Journal, and all final submissions will undergo rigorous peer review processes.

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:
  • Apply to be a Journal Reviewer here
  • Propose a Special Issue for 2021 or 2022 here.
  • Contribute to our Special Issues here.

Current Issue: Volume 17, Issue 5 (2020) 17.5

Journal Articles

PDF

Developing anatomy demonstrators of the future: The role of team-teaching
Diane L. Hughes, Laura Y. Whitburn, Meg Colasante, Aaron C. McDonald, Heath McGowan, Anita Zacharias, and Rodney A. Green

PDF

Developing a peer supported feedback model that enhances oral proficiency in French
Simon Bernard Bedford, Anu Bissoonauth, Klem James, and Ray Stace

PDF

Flipped classroom model and self-efficacy in an Iranian English as a foreign language context: A gender-based study
Ehsan Namaziandost, Shouket Ahmad Tilwani, Shabnam Mahdizadeh Khodayari, Meisam Ziafar, Samir Alekasir, Abbas Pourhosein Gilakjani, and Murad Hassan Mohammed Sawalmeh

PDF

Assessment practices in Philippine higher STEAM education
Celina P. Sarmiento, Marie Paz E. Morales, Levi E. Elipane, and Brando C. Palomar

PDF

Addressing academic rejection: Recommendations for reform
Kelly-Ann Allen, Gregory M. Donoghue Dr, Saeed Pahlevansharif Dr, Shane R. Jimerson Professor, and John A.C. Hattie Professor

PDF

Building online degrees quickly: Academic experiences and institutional benefits
Richard McInnes, Claire Aitchison, and Brigitte Sloot

PDF

Enabling cross-cultural student voice during COVID-19: A collective autoethnography
Samuel Wilson, Shannon Tan, Matthew Knox, Angelia Ong, Joseph Crawford, and Jürgen Rudolph

PDF

Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus
Seb Dianati, Mai Nguyen, Phung Dao, Noriko Iwashita, and Claudia Vasquez

PDF

Student satisfaction with feedback in a third year Nutrition unit: A strategic approach
Lisa Milne, Jennifer McCann, Kristy Bolton, Julia Savage, and Alison Spence

PDF

Escape rooms' pedagogical potential from female future teachers’ perspectives
Coral I. Hunt-Gómez, Olga Moreno_Fernández, Pilar Moreno-Crespo, and Mario Ferreras-Listán

PDF

Experiential learning in higher education. A student-centered teaching method that improves perceived learning.
Verónica Villarroel, Mariavictoria Benavente, María Josefina Chuecas, and Daniela Bruna