ChatGPT is a game changer: detection and eradication is not the way forward.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1109, doi. 10.1080/13562517.2023.2300951
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- Article
Works in Teaching in Higher Education, 2024, Vol 29, Issue 4
Results: 17
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Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1092, doi. 10.1080/13562517.2022.2056834
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- Article
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Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1075, doi. 10.1080/13562517.2022.2056833
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- Article
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Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1058, doi. 10.1080/13562517.2022.2053953
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- Article
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Engaging decolonization: lessons toward a theory of change for transforming practice.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1042, doi. 10.1080/13562517.2022.2053672
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- Article
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Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1023, doi. 10.1080/13562517.2022.2049743
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- Article
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Sustainable embedded academic literacy development: the gradual handover of literacy teaching.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 1004, doi. 10.1080/13562517.2022.2048369
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- Article
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'I can't unsee what I've seen:' Doing Social Justice Pedagogy in the research methods classroom.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 987, doi. 10.1080/13562517.2022.2048368
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- Article
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What lessons can university education learn from outside the ivory tower: insights from engineering alumni.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 970, doi. 10.1080/13562517.2022.2048367
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A community of practice shares perspectives on utilizing telepresence in doctoral education.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 953, doi. 10.1080/13562517.2022.2048366
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- Article
11
A multimodal framework for supporting academic writers' perspectives, practice and performance.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 936, doi. 10.1080/13562517.2022.2048365
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- Article
12
Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 913, doi. 10.1080/13562517.2022.2042243
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Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 896, doi. 10.1080/13562517.2022.2042242
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- Article
14
Breathing in, breathing out: the structure of conversational sense-making around equity in higher education teaching.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 876, doi. 10.1080/13562517.2022.2034145
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- Article
15
Feedback in higher education: aligning academic intent and student sensemaking.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 860, doi. 10.1080/13562517.2022.2029394
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- Article
16
Assessment for Inclusion: rethinking inclusive assessment in higher education.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 841, doi. 10.1080/13562517.2021.2021395
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- Article
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Are they ready? An investigation of university students' difficulties in peer assessment from dual perspectives.
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- Teaching in Higher Education, 2024, v. 29, n. 4, p. 823, doi. 10.1080/13562517.2021.2021393
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- Article