Vol. 15 No. 5 (2018)

Published: 2018-01-01

Articles

Aligning Information Literacy Assessment with Metacognitive Strategies

Kirsten Hostetler, Tian Luo, Jill E. Stefaniak
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Integrating reading and writing: supporting students' writing from source

Adeline Cooney, Eamon Darcy, Denis Casey
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Foundation biology students’ critical thinking ability: Self-efficacy versus actuality

Gerry M Rayner, Theo Papakonstantinou
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Transforming student expectations through a real-time feedback process and the introduction of concepts of self-efficacy – surprising results of a university-wide experiment

Journal of University Teaching & Learning Practice
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The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course

Roshni Narendran, Shamika Almeida, Rebecca Coombes, Geraldine Hardie, Eunice Quintana-Smark, Nabi Zaher, Hui-Ling Wang, Ahabab Chowdhury, Barry Stevenson
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Engaging students in co-creation of sociological knowledge and curriculum design as a form of deep engagement

Paulina Billett, Dona Martin
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Quantification of Influences on Student Perceptions of Group Work

Adam Butt
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Editorial

Editorial 15.5

Alisa Percy, Jo-Anne Kelder
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