Volume 19, Issue 3 (2022) Quarterly Issue 2
Editorial
On editor decisions: A framework of best practice
Joseph Crawford
Commentary
Towards improving peer review: Crowd-sourced insights from Twitter
Kelly-Ann Allen, Jonathan Reardon, Yumin Lu, David V. Smith, Emily Rainsford, and Lucas Walsh
Articles
Does an assessment rubric provide a better learning experience for undergraduates in developing transferable skills?
Toh Yen Pang, Alex Kootsookos, Kate Fox, and Elena Pirogova
Modelling transdisciplinary pedagogy: A method for collaborative curriculum design
Mark E. Allinson and Kieran Mahon
Music performance anxiety and higher education teaching: A systematic literature review
Erik Blair and Hendrik van der Sluis
Is blended learning the future of education? Students perspective using discrete choice experiment analysis
Adib Ahmed, Sakib Bin Amin, Grace McCarthy, Abdul Mahidud Khan, and Rabindra Nepal
The impact of virtual tools on EFL learners’ performance in Grammar at the times of COVID 19 Pandemic
Rasha Mohammed Elbashir and Sabah Mohammad Abbas Hamza
Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses.
Charlotte Phelps and Christian Moro
Two decades of studies on learning management system in higher education: A bibliometric analysis with Scopus database 2000-2020
Thanh-Thao Thi Phan, Cam-Tu Vu, Phuong-Thuc Thi Doan, Dinh-Hai Luong, Thu-Phuong Bui, Thanh-Huyen Le, and Duc-Huy Nguyen
The role of technological knowledge in the pedagogical integration of film in disciplinary teaching at universities
Ngoc Nguyen, Cally Guerin, Walter Barbieri, Edward Palmer, and Peter Pugsley
Assessment of multiple choice question exams quality using graphical methods
Mustafa S. Yousuf, Katherine Miles, Heather Harvey, Mohammad Al-Tamimi, and Darwish Badran
Flipped classrooms: Designed and implemented with colleagues collaboration
Tugce Erol and Suat Celik
Coping with COVID-19: An exploratory mixed-methods investigation of the impact of John Henryism on urban college students’ engagement in schoolwork
Ben Torsney, Kathryn Burke, Marina Milidou, Maryam Mansur, and Cheryl B. Torsney
Exploring academic procrastination: Perceptions, self-regulation, and consequences
Lea Shaked and Haia Altarac
Exploring the expectations and experiences of first year students undergoing a tailored transition initiative
Brooke Harris-Reeves, Andrew Pearson, and Helen Massa
The impact of faculty-in-residence programs: A difference-in-differences and cross-sectional approach
Leonard Lira, Christine Ma-Kellams, Kyle Hambrook, Ravneet Tiwana, Lina Anastasovitou, Luis Arabit, Jennifer Johnston, and Theodore Tsau
