Volume 15, Issue 5 (2018)
Articles
Editorial 15.5
Alisa Percy and Jo-Anne Kelder
Aligning Information Literacy Assessment with Metacognitive Strategies
Kirsten Hostetler, Tian Luo, and Jill E. Stefaniak
Integrating reading and writing: supporting students' writing from source
Adeline Cooney, Eamon Darcy, and Denis Casey
Foundation biology students’ critical thinking ability: Self-efficacy versus actuality
Gerry M. Rayner and Theo Papakonstantinou
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
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
Engaging students in co-creation of sociological knowledge and curriculum design as a form of deep engagement
Paulina Billett and Dona Martin
