Publication Date
In 2024 | 4 |
Since 2023 | 15 |
Since 2020 (last 5 years) | 73 |
Since 2015 (last 10 years) | 100 |
Since 2005 (last 20 years) | 119 |
Descriptor
College Faculty | 119 |
Foreign Countries | 94 |
Teacher Attitudes | 50 |
College Students | 32 |
COVID-19 | 28 |
Pandemics | 28 |
Higher Education | 27 |
Student Attitudes | 24 |
Barriers | 19 |
Teaching Methods | 19 |
Online Courses | 18 |
More ▼ |
Source
Journal of University… | 119 |
Author
Al-Maqbali, Asma Hilal | 2 |
Anastasovitou, Lina | 2 |
Arabit, Luis | 2 |
Douglas, Tracy | 2 |
Grainger, Peter | 2 |
Guerin, Cally | 2 |
Hambrook, Kyle | 2 |
Huber, Elaine | 2 |
Johnston, Jennifer | 2 |
Keevers, Lynne Maree | 2 |
Kelly, Kate | 2 |
More ▼ |
Publication Type
Journal Articles | 119 |
Reports - Research | 119 |
Tests/Questionnaires | 6 |
Information Analyses | 2 |
Education Level
Higher Education | 119 |
Postsecondary Education | 106 |
Adult Education | 2 |
Junior High Schools | 1 |
Middle Schools | 1 |
Secondary Education | 1 |
Two Year Colleges | 1 |
Audience
Location
Australia | 55 |
United Kingdom | 7 |
New Zealand | 4 |
Oman | 4 |
Canada | 3 |
Malaysia | 3 |
Spain | 3 |
India | 2 |
South Africa | 2 |
Thailand | 2 |
United Kingdom (Wales) | 2 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
National Survey of Student… | 1 |
What Works Clearinghouse Rating
Paulo Ricardo Vieira Braga; Carmen Maria Ortiz Granero; Ellen Buck – Journal of University Teaching and Learning Practice, 2024
The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a…
Descriptors: Student Attitudes, Teacher Attitudes, Summative Evaluation, Block Scheduling
Thomas Roche; Erica Wilson; Elizabeth Goode – Journal of University Teaching and Learning Practice, 2024
Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional…
Descriptors: Block Scheduling, Educational Change, COVID-19, Pandemics
Vicki L. Baker; Andrew N. Christopher; Sarah Noah – Journal of University Teaching and Learning Practice, 2024
The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter…
Descriptors: Faculty Development, Capacity Building, Educational Technology, Resource Centers
Rebecca Turner; Debby R. E. Cotton; Emily Danvers; David Morrison; Pauline E. Kneale – Journal of University Teaching and Learning Practice, 2024
This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting…
Descriptors: Foreign Countries, College Faculty, Teacher Attitudes, Block Scheduling
Al-Maqbali, Asma Hilal; Al-Shamsi, Abdullah – Journal of University Teaching and Learning Practice, 2023
The shift to successful online learning requires online assessment strategies that could facilitate the learning and teaching process and determine the achievement of learning outcomes. This study examined how students' achievement was assessed in an online learning environment during the COVID-19 pandemic and how the College of Education (COE)…
Descriptors: Foreign Countries, COVID-19, Pandemics, Online Courses
Elkhoury, Eliana; Ali, Ameera; Sutherland-Harris, Robin – Journal of University Teaching and Learning Practice, 2023
The COVID-19 pandemic and the resultant move to remote learning in 2020-2021 paved the way for deeper conversations about assessment practices in higher education. Over the last two years, there have been an increasing number of discussions about alternative assessments and about equity in assessment. This study examined the impact of a course…
Descriptors: Equal Education, Student Evaluation, COVID-19, Pandemics
Moreira, Maria Alfredo; Arcas, Begoña Rumbo; Sánchez, Tania Gómez; García, Rosarío Bermejo; Melero, María José Ruiz; Cunha, Neide Brito; Viana, Maria Aparecida; Almeida, Maria Elizabeth – Journal of University Teaching and Learning Practice, 2023
The current university model in a market-driven and knowledge-based society entails a change in the teachers' roles. The prevailing narrative sustains a competence-based approach in higher education, considering that quality education implies that teachers in this context must have personal, research and pedagogical skills that enable them to…
Descriptors: Teacher Competencies, College Faculty, Teaching Skills, Teacher Attitudes
Mospan, Natalia – Journal of University Teaching and Learning Practice, 2023
The article reveals trends in emergency higher education digital transformation during the COVID-19 pandemic. Due to the enormous amount of literature discussing global higher education responses to the Coronavirus, the preference is given to publications with a systematic literature review published in 2021. The period indicates the end of the…
Descriptors: Foreign Countries, COVID-19, Pandemics, Higher Education
Arabit, Luis; Lira, Leonard L.; Johnston, Jennifer; Anastasovitou, Lina; Ma-Kellams, Christine; Hambrook, Kyle; Tiwana, Ravneet K.; Tsau, Theodore T. – Journal of University Teaching and Learning Practice, 2023
Faculty-in-Residence (FIR) programs, where students interact with faculty outside of the classroom, have shown positive effects on student success. However, most research does not look at FIR programs from a holistic perspective that examines the impact on faculty. This study investigates the perceived impact on faculty participating in FIR…
Descriptors: College Faculty, Living Learning Centers, Faculty Development, Teacher Student Relationship
Kim, Mijung; McFeetors, P. Janelle; Jin, Qingna; Rose, Kerry; Carey, Jason; Miller-Young, Janice; Jamieson, Marnie; Adeeb, Samer – Journal of University Teaching and Learning Practice, 2023
Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the…
Descriptors: Engineering Education, Pedagogical Content Knowledge, College Faculty, Student Centered Learning
Manal AlMarwani – Journal of University Teaching and Learning Practice, 2023
In response to the ongoing calls for excellence across all sectors in Saudi Arabia, higher education institutions are pressured to rethink their practices. However, with all the governmental strategic, focused planning in Saudi higher education to achieve excellence and compete globally, there is a gap between what is expected and what is…
Descriptors: Educational Quality, Educational Development, Sustainability, Higher Education
Kay M. Hammond; Meenal Rai; Amira Hassouna; Sue Raleigh – Journal of University Teaching and Learning Practice, 2023
Continuous increase of global reliance on sessional staff in higher education has not been accompanied by the development of strategies to enhance quality learning and teaching or understanding the experiences of these staff. This has resulted in a general discontent among this category of academics. The growing importance of building respectful…
Descriptors: Higher Education, Employment Practices, College Faculty, Temporary Employment
Marina Glushenkova; Margherita Zagato – Journal of University Teaching and Learning Practice, 2023
The COVID-19 pandemic pushed higher education institutions across the globe to switch from face-to-face teaching to remote teaching. This study explores how emergency remote teaching during the COVID-19 pandemic affected university teachers' perception of online teaching and discusses the future of e-learning after the pandemic. The analysis is…
Descriptors: College Faculty, COVID-19, Pandemics, Electronic Learning
Hou-Keat Khong; Kee-Man Chuah; Siti Nabilah Ahmad Sanusi – Journal of University Teaching and Learning Practice, 2023
This study investigated the effects of work from home (WFH) on language educators in Malaysian universities gauging specifically their perceptions on its advantages and disadvantages during the COVID-19 pandemic. A mixed-methods research design was employed involving 152 language educators. The results revealed that although the overall mean…
Descriptors: Work Environment, Foreign Countries, Language Teachers, Distance Education
Ishaq Al-Naabi; Javier Cifuentes-Faura; Loeurt To; Deborah Odu Obor – Journal of University Teaching and Learning Practice, 2023
The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers'…
Descriptors: Cross Cultural Studies, Teacher Attitudes, Learner Engagement, Electronic Learning