Vol. 16 No. 3 (2019)

Articles

• Editorial 16.3

  Alisa Percy, Jo-Anne Kelder

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• Creative teaching design in STEM: Using graduate learning outcomes to distribute students' existing knowledge in first-year biology practical work groups

  Julia Savage, Jillian Healy

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• Impact of ePortfolios on Science student-teachers’ reflective metacognitive learning and the development of higher-order thinking skills

  Thelma de Jager

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• Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study

  Beshir Edo, Tefera Tadesse, Eyerusalem Mulugeta

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• An online testing design choice typology towards cheating threat minimisation

  Albert Munoz, Jonathon Mackay

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• Comparison of Faculty and Student Perceptions of Videos in the Online Classroom

  Elizabeth Valenti, Tennille Feldbush, Jean Mandernach

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• Bridging Distances: Professional Development for Higher Education Faculty Through Technology-Facilitated Lesson Study

  Melissa Soto, Dittika Gupta, Lara Dick, Mollie Appelgate

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• Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions

  Lynnaire Sheridan, Belinda Gibbons, Oriana Price

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• Converting Likert Scales Into Behavioral Anchored Rating Scales(Bars) For The Evaluation of Teaching Effectiveness For Formative Purposes

  Luis Matosas-López, Santiago Leguey-Galán, Luis Miguel Doncel-Pedrera

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