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Journal of University Teaching & Learning Practice

Volume 19, Issue 2 (2022) Quarterly Issue 1

Editorial

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The EdTech difference: Digitalisation, digital pedagogy, and technology enhanced learning
Michael A. Cowling, Joseph Crawford, Carmen Vallis, Rebekkah Middleton, and Kwong Nui Sim

Commentary

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The state of Australasian online higher education post-pandemic and beyond
Michael D. Sankey

Articles

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Emergency support for faculty: Adherence to best practices in designing, developing, and implementing virtual training during a pandemic
Meredith Rausch, Lee Flood, Rhia Moreno, Stacy Kluge, and Arthur Takahashi

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A self-regulated learning management system: Enhancing performance, motivation and reflection in learning
Henry Khiat and Silke Vogel

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The use of Adobe Connect in synchronous online teaching
Atefeh Elekaei

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The impact of online assessment challenges on assessment principles during COVID-19 in Oman
Asma Hilal Al-Maqbali and Raja Maznah Raja Hussain

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Introducing conditional probability using the Monty Hall problem
Ricela Feliciano-Semidei, Ke Wu, and Rachel M. Chaphalkar

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Are undergraduate students studying smart? Insights into study strategies and habits across a programme of study
Suzanne Fergus

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Prioritising lifeload over learning load: Understanding post-pandemic student engagement
Rachel Hews, Judith McNamara, and Zoe Nay

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Your success is our goal: An intervention for failing students
Jenelle Benson, Marilyn Chaseling, Elizabeth Emmanuel, Christos Markopoulos, and Julie-Ann Paredes

 
 
 
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  • Special Issues:

  • Pedagogies of belonging in an anxious world
  • Women and leadership in higher education learning and teaching
  • Collaboration in higher education: Partnering with students, colleagues and external stakeholders
  • The cross-cultural effects of COVID-19 on higher education learning and teaching practice

 

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