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Journal of University Teaching & Learning Practice

Volume 16, Issue 3 (2019)

Articles

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Editorial 16.3
Alisa Percy and Jo-Anne Kelder

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Creative teaching design in STEM: Using graduate learning outcomes to distribute students' existing knowledge in first-year biology practical work groups
Julia Savage and Jillian Healy

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Impact of ePortfolios on Science student-teachers’ reflective metacognitive learning and the development of higher-order thinking skills
Thelma de Jager

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Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study
Beshir Edo, Tefera Tadesse, and Eyerusalem Mulugeta

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An online testing design choice typology towards cheating threat minimisation
Albert Munoz and Jonathon Mackay

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Comparison of Faculty and Student Perceptions of Videos in the Online Classroom
Elizabeth Valenti, Tennille Feldbush, and Jean Mandernach

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Bridging Distances: Professional Development for Higher Education Faculty Through Technology-Facilitated Lesson Study
Melissa Soto, Dittika Gupta, Lara Dick, and Mollie Appelgate

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Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions
Lynnaire Sheridan, Belinda Gibbons, and Oriana Price

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Converting Likert Scales Into Behavioral Anchored Rating Scales(Bars) For The Evaluation of Teaching Effectiveness For Formative Purposes
Luis Matosas-López, Santiago Leguey-Galán, and Luis Miguel Doncel-Pedrera

 
 
 
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