Vol. 19 No. 3 (2022)

Articles

• On editor decisions: A framework of best practice

  Joseph Crawford

  1-17

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• Towards improving peer review: Crowd-sourced insights from Twitter

  Kelly-Ann Allen, Jonathan Reardon, Yumin Lu, David V Smith, Emily Rainsford, Lucas Walsh

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• Does an assessment rubric provide a better learning experience for undergraduates in developing transferable skills?

  Toh Yen Pang, Alex Kootsookos, Kate Fox, Elena Pirogova

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• Modelling transdisciplinary pedagogy: A method for collaborative curriculum design

  Mark E Allinson, Kieran Mahon

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• Music performance anxiety and higher education teaching: A systematic literature review

  Erik Blair, Hendrik van der Sluis

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• Is blended learning the future of education? Students perspective using discrete choice experiment analysis

  Adib Ahmed, Sakib Bin Amin, Grace McCarthy, Abdul Mahidud Khan, Rabindra Nepal

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• The impact of virtual tools on EFL learners’ performance in Grammar at the times of COVID 19 Pandemic

  Rasha Mohammed Elbashir, Sabah Mohammad Abbas Hamza

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• Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses.

  Charlotte Phelps, Christian Moro

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• 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, Duc-Huy Nguyen

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• The role of technological knowledge in the pedagogical integration of film in disciplinary teaching at universities

  Ngoc Nguyen, Cally Guerin, Walter Barbieri, Edward Palmer, Peter Pugsley

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• Assessment of multiple choice question exams quality using graphical methods

  Mustafa S. Yousuf, Katherine Miles, Heather Harvey, Mohammad Al-Tamimi, Darwish Badran

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• From theory to practice: A case study of technology-enhanced O2O teaching

  Jinjing Lai

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• Flipped classrooms: Designed and implemented with colleagues collaboration

  Tugce Erol, Suat Celik

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• 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, Cheryl B Torsney

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• Exploring academic procrastination: Perceptions, self-regulation, and consequences

  Lea Shaked, Haia Altarac

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• Exploring the expectations and experiences of first year students undergoing a tailored transition initiative

  Brooke Harris-Reeves, Andrew Pearson, Helen Massa

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• 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, Theodore Tsau

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