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Journal of University Teaching & Learning Practice

Volume 15, Issue 5 (2018)

Articles

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Editorial 15.5
Alisa Percy and Jo-Anne Kelder

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Aligning Information Literacy Assessment with Metacognitive Strategies
Kirsten Hostetler, Tian Luo, and Jill E. Stefaniak

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Integrating reading and writing: supporting students' writing from source
Adeline Cooney, Eamon Darcy, and Denis Casey

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Foundation biology students’ critical thinking ability: Self-efficacy versus actuality
Gerry M. Rayner and Theo Papakonstantinou

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Transforming student expectations through a real-time feedback process and the introduction of concepts of self-efficacy – surprising results of a university-wide experiment
Warren Lake, William (Bill) E. Boyd, and Wendy Boyd

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The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course
Roshni Narendran, Shamika Almeida, Rebecca Coombes, Geraldine Hardie, Eunice Quintana-Smark, Nabi Zaher, Hui-Ling Wang, Ahabab Chowdhury, and Barry Stevenson

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Engaging students in co-creation of sociological knowledge and curriculum design as a form of deep engagement
Paulina Billett and Dona Martin

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Quantification of Influences on Student Perceptions of Group Work
Adam Butt

 
 
 
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