Vol. 20 No. 6 (2023)

Articles

• What Student Voice is and is Not: Connecting Dialogue to Evidence-Based Practice and Inclusive Mindsets

  Sally Ashton-Hay, Dylan Williams

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• Practising Student Voice in University Teaching and Learning: Three Anchoring Principles

  Alison Cook-Sather, Kelly E Matthews

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• Teaching Social Dilemma through Simulating Cooperation: A Classroom Experiment

  Jae-woo Kim, Robert Hanneman

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• 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, Marien Graham

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• 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, Celya Intan Kharisma Putri

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• Academic Excellence Framework: Towards Sustainable Growth

  Manal AlMarwani

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• Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students

  Sophie Shauli, Tali Heiman, Dorit Olenik Shemesh

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• "Appreciate we are individual humans with previous experience": An exploration of sessional marker experiences

  Kay M Hammond, Meenal Rai, Amira Hassouna, Sue Raleigh

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• Reflective Minds, Brighter Futures: Empowering Critical Reflection with a Guided Instructional Model

  Trixie James, Hayley Griffin, Katrina S Johnston, Frank Armstrong

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• Effect of COVID-19 on digitalisation of higher education. A tale of one business school

  Marina Glushenkova, Margherita Zagato

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• Teaching Chemistry in Universities: A Modern Approach

  Dana B. Almesh, Aimankul A. Meirmanova

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• Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines

  Andrew Kelly, Miriam Sullivan, Katrina Strampel

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• Whither the LMS: Is the LMS Still Fit for Purpose?

  Julie Willems, Henk Huijser, Iain Doherty, Alan Soong

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• 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, James Birt

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• 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, Christie Pritchard

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• Widening participation between 2001 and 2021: A systematic literature review and research agenda

  Aaron Tham, Maria Raciti, Joshua Dale

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• Understanding Diversity in Undergraduate Learning of Cost-Benefit Analysis

  Sarah Yu

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• Supporting student wellbeing as an academic language and learning advisor: Challenges and opportunities

  Laura Gurney, Vittoria Grossi

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• 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, Prasheela Karan

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• Insights and experiences of students about the factors that enhance relational pedagogy in higher education

  Yaw Owusu-Agyeman, Semira Pillay

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• Is work from home (WFH) feasible for university language educators in the post COVID-19 era?

  Hou-Keat Khong, Kee-Man Chuah, Siti Nabilah Ahmad Sanusi

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• Book review: Relational pedagogies: Connections and mattering in higher education

  Ameena L. Payne, Taylor Payne

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• Socio-emotional support in Higher Education: Evidence from First Year Learning Communities

  Jet P. van der Zijden, Theo Wubbels

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