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 4 (2019) Technology-enhanced academic language support (TALS)
An important, but neglected aspect of learning assistance in higher education: Exploring the digital learning capacity of academic language and learning practitioners
Anna Podorova, Sarah Irvine, Michael Kilmister, Richard Hewison, Amanda Janssen, Alejandra Speziali, Logan Balavijendran, Megan Kek, and Maggie McAlinden
The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme
Jennifer Boyle, Scott Ramsay, and Andrew Struan
Fostering and evaluating learner engagement with academic literacy support: Making the most of Moodle
Fiona Willans, Aluwesi Fonolahi, Ralph Buadromo, Tilisi Bryce, Rajendra Prasad, and Sandhya Kumari
How recorded audio-visual feedback can improve academic language support
Michelle Cavaleri, Satomi Kawaguchi, Bruno Di Biase, and Clare Power
Using “just in time” online feedback to improve first year undergraduate nursing students’ essay writing performance
Lisa Beccaria, Megan Kek, and Henk Huijser