Volume 17, Issue 5 (2020) 17.5
Articles
Editorial 17.5: Strengthening our focus for a post-COVID-19 environment: Learnings from a pandemic in higher education
Joseph Crawford, Alisa Percy, Jo-Anne Kelder, and Kerryn Butler-Henderson
Building online degrees quickly: Academic experiences and institutional benefits
Richard McInnes, Claire Aitchison, and Brigitte Sloot
Enabling cross-cultural student voice during COVID-19: A collective autoethnography
Samuel Wilson, Shannon Tan, Matthew Knox, Angelia Ong, Joseph Crawford, and Jürgen Rudolph
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
Student satisfaction with feedback in a third year Nutrition unit: A strategic approach
Lisa Milne, Jennifer McCann, Kristy Bolton, Julia Savage, and Alison Spence
Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education
Ruth Ortega-Dela Cruz
Escape rooms' pedagogical potential from female future teachers’ perspectives
Coral I. Hunt-Gómez, Olga Moreno_Fernández, Pilar Moreno-Crespo, and Mario Ferreras-Listán
Experiential learning in higher education. A student-centered teaching method that improves perceived learning.
Verónica Villarroel, Mariavictoria Benavente, María Josefina Chuecas, and Daniela Bruna
TLABs: A Teaching and Learning Community of Practice – What is it, Does It Work and Tips for Doing One of Your Own
Shelley Beatty, Kim Clark, Jo Lines, and Sally-Anne Doherty
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
Reflective peer observations of university teaching: A Canadian case study
Heather Kanuka and Cheryl Sadowski
A practical look at the why and how of supporting international students: A checklist of teaching tips
Shelley Beatty, Kim Clark, and Sally-Anne Doherty
Developing a peer supported feedback model that enhances oral proficiency in French
Simon Bernard Bedford, Anu Bissoonauth, Klem James, and Ray Stace
Improving postgraduate students' scientific literacy and self-efficacy using international collaborative research workshops: an exploratory case study in a Chinese university
Qing Zhang, Jingmin Wang, Ruihong Ji, and Tairan Huang
Exploring modes of lecturing as a teaching method in higher education: Student attendance, preference and motivation
Panos Vlachopoulos and Shazia Jan
Enhancing metacognition through thinking instruction: A case study in a Taiwanese university
Mei-Hui Chen
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
Assessment practices in Philippine higher STEAM education
Celina P. Sarmiento, Marie Paz E. Morales, Levi E. Elipane, and Brando C. Palomar
Addressing academic rejection: Recommendations for reform
Kelly-Ann Allen, Gregory M. Donoghue, Saeed Pahlevansharif, Shane R. Jimerson Professor, and John A.C. Hattie Professor