scholarly journals Editorial

2009 ◽  
Vol 6 (1) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Review Process ◽  
Associate Professor ◽  
University Teaching ◽  
Automated System ◽  
Senior Editor ◽  
Significant Change

Welcome to the first issue of Volume Six of the Journal of University Teaching and Learning Practice. This issue contains six papers exploring a range of issues relating to teaching and learning practice and marks my first issue as Senior Editor. I would like to extend our thanks to Associate Professor Helen Carter, who has been Senior Editor of JUTLP since its inception and contributed significantly to the establishment of the journal. This edition also marks a significant change for the organisation of the journal as it is now published through an automated system providing authors, reviewers and editors with up to date information on the submission and review process, allowing authors to track their article through to publication.

scholarly journals Journal of University Teaching and Learning Practice Editorial 11.1

2014 ◽  
Vol 11 (1) ◽  
pp. 2-3
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Associate Professor ◽  
Open Access Journal ◽  
Support Staff ◽  
University Teaching ◽  
Editorial Team ◽  
Valuable Contribution ◽  
Senior Editor ◽  
New Directions ◽  
The World

This issue is the first for Volume 11 of Journal of University Teaching and Learning (JUTLP) in 2014 and my final as Senior Editor as I move into retirement and finally have time to pursue my passion for photography. I am very proud of what has been achieved by JUTLP as an open access journal and have been supported by a wonderful editorial team in order to achieve this outcome. There have been 174 articles published in the 24 issues with 116000 full text downloads since 2008 when we were able to start collecting this data. There are many people involved in ensuring each issue is published and I’d like to thank all the authors, reviewers, editors and support staff who make this possible. I have valued your support, assistance and patience over the years and know you will continue to support this journal as a valuable contribution to teaching and learning in higher education. I congratulate the new Senior Editor, Associate Professor Romy Lawson who will lead the editorial team to take JUTLP in new directions. I wish them well and know they will enjoy the engagement with authors from around the world as much as I have.

scholarly journals Journal of University Teaching and Learning Practice Editorial 9.2

2012 ◽  
Vol 9 (2) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Associate Professor ◽  
University Teaching ◽  
Board Members ◽  
Host Institution ◽  
New Members ◽  
Vice Chancellor ◽  
To Come ◽  
The University

With this second issue of Volume 9 of the Journal of Teaching and Learning Practice we bring a warm welcome to new members of the Editorial board. The board will be strengthened by their contributions. The Senior Editors are Associate Professor Geraldine Lefoe, University of Wollongong, Australia and Dr Meg O'Reilly, Southern Cross University, Australia. Our editorial board includes members of the host institution (University of Wollongong), Dr Lynne Keevers, Ms Lucia Tome, Associate Professor Greg Hampton, Dr. Michael Jones, Associate Professor Anne Porter, and Dr. Dominique Parrish. Our external board members include Ms Jude Carroll, Associate Professor Andrew Furco, Professor Terence Lovat, and Ms Carolyn Webb. We have particularly appreciated the support of the University of Wollongong’s Deputy Vice Chancellor (Academic) Professor Rob Castle who has recently retired. His patronage and support of our journal has seen it move from a small internal journal to a much larger international journal. He has been a great champion for teaching and learning in the local and national arena and his contributions to the institution and to the sector have been greatly valued. We wish him well in his retirement and know that he will continue his contributions to the sector in the years to come.

scholarly journals Editorial Issue 8.1

2011 ◽  
Vol 8 (1) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Teaching And Learning ◽  
Chief Editor ◽  
University Teaching ◽  
Special Edition ◽  
Special Issue ◽  
Journal Rankings ◽  
Senior Editor ◽  
Curriculum Vitae ◽  
Publication Guidelines

Welcome to Volume 8, Issue 1 of the Journal of University Teaching and Learning. JUTLP continues to grow and submissions have increased dramatically since journal rankings were implemented in Australia. We would like to thank our editorial board and reviewers for their consistent effort and valuable feedback to potential authors. Two production changes underpin this issue. Firstly, use of new publication guidelines which can be found here: http://ro.uow.edu.au/jutlp/styleguide.html. Secondly, we welcome support for journal desktop publishing from the Centre for Academic Systems & Resources, University of Wollongong. From now on there will be three editions per year, comprising two general editions and a further edition focused on a special issue. We would like to invite proposals for special editions for 2012 or 2013 that should include: - A possible title for the special edition, its aim, scope and areas of focus; - A brief curriculum vitae, including publications, of the chief editor and any co-editors; and - A timeline leading to publication by October of either 2012 or 2013. Responsibilities of the guest editor(s) include reviewing the special issue papers, and provision of the final versions for publication by the end of September for the identified year. Please contact the Senior Editor if you are interested. Submissions for the 2012 special edition are required by June 30th 2011.

scholarly journals Editorial - Reflection for Learning in Higher Education

2016 ◽  
Vol 13 (2) ◽  
pp. 2-6
Author(s):  
Marina Harvey ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Review Process ◽  
Peer Review Process ◽  
University Teaching ◽  
Systematic Research ◽  
Special Issue ◽  
Collaborative Reflection ◽  
Reflective Practitioners

Dear Colleagues, I am delighted and proud to introduce this special issue of the Journal of University Teaching and Learning Practice that focuses on Reflection for Learning in Higher Education. It is the outcome of six years of collaborative reflection, practice and research by many reflective practitioners who have undertaken systematic research to provide empirical evidence for the role of reflection in learning. Gratitude is expressed to our many colleagues who participated in constructive and supportive ways by engaging in the blind peer-review process for the papers that make up this issue. Their feedback has strengthened each of the papers and enabled us to move beyond peerreview to collegial peer learning.

scholarly journals Journal of University Teaching and Learning Practice Editorial 10.3

2013 ◽  
Vol 10 (3) ◽  
pp. 2-8
Author(s):  
Marina Harvey ◽  
◽  
Karina Luzia ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Career ◽  
Leadership Team ◽  
University Teaching ◽  
Editorial Team ◽  
Special Issue ◽  
The People ◽  
Senior Editor ◽  
Senior Editorial

This marks my final issue as Senior Editor of JUTLP and I would like to congratulate the new senior editorial team: Romy Lawson, Alisa Percy and Dominique Parrish. I know I leave the journal in very good hands and the leadership team will ensure that JUTLP will continue to champion teaching and learning in higher education. I would like to also thank all the people who have contributed to the success of this journal: the authors, the reviewers, the members of the editorial board, and those who have contributed to the editing and desktop publishing processes. I would also like to thank you , the reader – without you there is no purpose for our writing. I feel very privileged to introduce the editorial for this special issue of JUTLP as improving opportunities for sessional staff has been a passion throughout my academic career. I would particularly like to thank all who have contributed to the reviewing for this edition and wish to congratulate Marina and Karina for their hard work in producing this edition and in exciting outcomes from the Benchmarking leadership and advancement of standards for sessional teaching project. Geraldine Lefoe, Senior Editor

scholarly journals Journal of University Teaching and Learning Practice Editorial 11.2

2014 ◽  
Vol 11 (2) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Associate Professor ◽  
University Teaching ◽  
Editorial Team ◽  
Online Journal ◽  
Learning And Teaching ◽  
Associate Dean ◽  
Learning Development ◽  
Education Science

In this, my first editorial, of the Journal of University Teaching and Learning (JUTLP) I have to begin by extending thanks to Gerry LeFoe and her team for making this online journal what it is today. Without her vision and drive JULTP would not have experienced the success it has and so we have much to thank them for. I hope I can do such a good job. I would also like to take this opportunity to introduce the new editorial team • Dr Alisa Percy - Head of Learning Development, University of Wollongong; Executive Member, Association for Academic Language and Learning (AALL) • Dr Dominique Parish – Associate Dean Education (Science, Medicine and Health), University of Wollongong; Executive Member, Australasian Society for Computers in Learning in Tertiary Education (ascilite) • Associate Professor Romy Lawson, Director Learning, Teaching & Curriculum, University of Wollongong; OLT National Teaching Fellow; Executive Member, Higher Education Research and Development Society of Australasia. We are all looking forward to the challenges of editing this journal and excited by the opportunities to engage with authors from around the world who have a passion for university learning and teaching.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals V International UNIVEST Conference: The challenges of improving assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Univest Univest ◽  
Beatriz Amante Garcia ◽  
María Martínez Martínez
Keyword(s):  
Teaching And Learning ◽  
Active Participation ◽  
Learning Processes ◽  
University Teaching ◽  
Assessment Process

The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processes. 

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