Volume 20, Issue 6 (2023) Quarterly Issue 3
Editorial
What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets
Sally Ashton-Hay and Dylan Williams
Commentary
Practising Student Voice in University Teaching and Learning: Three Anchoring Principles
Alison Cook-Sather and Kelly E. Matthews
Articles
Teaching Social Dilemma through Simulating Cooperation: A Classroom Experiment
Jae-woo Kim and Robert Hanneman
Knowledge, Attitudes, and Practices of Plagiarism by Undergraduate Healthcare Science in Gauteng
Nontembiso Magida, Kyla Cross, Khanyisa Penelope Baloyi, Tatum Skye Mitrovich, Lavender Rutendo Muyengwa, Perseverence Tendai Mupambirei, Marizaan Van der Mescht, and Marien Graham
An Investigation of the Students’ Perceptions of Motivating Teaching Strategies in English for Specific Purposes Classes
Lutfi A. Mauludin, Linda Riski Sefrina, Triubaida Maya Ardianti, Gatot Prasetyo, Sidarta Prassetyo, and Celya Intan Kharisma Putri
Academic Excellence Framework: Towards Sustainable Growth
Manal AlMarwani
Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students
Sophie Shauli, Tali Heiman, and Dorit Olenik Shemesh
"Appreciate we are individual humans with previous experience": An exploration of sessional marker experiences
Kay M. Hammond, Meenal Rai, Amira Hassouna, and Sue Raleigh
Reflective Minds, Brighter Futures: Empowering Critical Reflection with a Guided Instructional Model
Trixie James, Hayley Griffin, Katrina S. Johnston, and Frank Armstrong
Effect of COVID-19 on digitalisation of higher education. A tale of one business school
Marina Glushenkova and Margherita Zagato
Teaching Chemistry in Universities: A Modern Approach
Dana B. Almesh and Aimankul A. Meirmanova
Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines
Andrew Kelly, Miriam Sullivan, and Katrina Strampel
Whither the LMS: Is the LMS Still Fit for Purpose?
Julie Willems, Henk Huijser, Iain Doherty, and Alan Soong
Indian and Australian University Students’ Acceptance of Using Accessible, Web-Based, and Smartphone-Delivered Augmented Reality in Tertiary Learning: A Cross-Country Analysis
Christian Moro, Kaushal Khumar Bhagat, Vineesha Veer, Gadiraju Chinmay Varma, Aishika Das, and James Birt
Blended learning as a site of struggle: A critical realist analysis of students’ perceptions of blended learning and its impact on their sense of belonging
Alicja Syska and Christie Pritchard
Supporting student wellbeing as an academic language and learning advisor: Challenges and opportunities
Laura Gurney and Vittoria Grossi
Avoiding stuck places: University educators’ views on supporting migrant and refugee students with transitioning through and out of higher education
Sally Baker, Megan Rose, Clemence Due, and Prasheela Karan
Insights and experiences of students about the factors that enhance relational pedagogy in higher education
Yaw Owusu-Agyeman and Semira Pillay
Is work from home (WFH) feasible for university language educators in the post COVID-19 era?
Hou-Keat Khong, Kee-Man Chuah, and Siti Nabilah Ahmad Sanusi
Socio-emotional support in Higher Education: Evidence from First Year Learning Communities
Jet P. van der Zijden and Theo Wubbels
Reviews
Widening participation between 2001 and 2021: A systematic literature review and research agenda
Aaron Tham, Maria Raciti, and Joshua Dale
Book review: Relational pedagogies: Connections and mattering in higher education
Ameena L. Payne and Taylor Payne
