Works matching IS 2167-4779 AND VI 12 AND DT 2024
Results: 33
Defining Immersive Learning.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.9
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The Impact of a Metacognitive Intervention on Student Experiences and Success in an Academic Probation Program for First-Year Students.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.26
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Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.4
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Hope Circuits: Rewiring Universities and Other Organizations for Human Flourishing.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.33
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Moving From “Good” to “Great” SoTL: The Importance of Describing Your Research Epistemological and Ontological Traditions in Your SoTL Scholarship.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.31
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Toward Greater Transparency and Inclusion in Manuscript Review Processes: A Relational Model.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.23
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The Pernicious PhD Supervisor.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.14
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Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.24
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Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.28
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Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and CoCreation in Teaching and Learning.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.29
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Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.22
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Between Saga and Enterprise: Anchoring Backwards and Striving Forwards.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.1
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University Students’ Perceptions of a 30-Minute Break During Class: A Realistic Practice for Wellness?
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.17
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Critical Thinking in the Humanities: An Exploration of Student Perspectives.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.32
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Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.27
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Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs).
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.20
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The Pedagogical Use of Didactic Classes for Teaching Cognitive Psychology.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.15
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Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in CommunityBased Research Pedagogy.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.8
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Exploring Social Justice Through Art in a Community Health Nursing Course.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.13
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Preparing Educators and Students at Higher Education Institutions for an AI-Driven World.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.16
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Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.19
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An Exploration of Dialogue to Promote Assessment Feedback Literacy.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.21
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Using Infographics to Go Public with SoTL.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.10
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Seat Selection as a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.7
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Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.11
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Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor Student Communication?
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.18
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“Success was Actually Having Learned:” University Student Perceptions of Ungrading.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.5
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Global Challenges: Engaging Undergraduates in ProjectBased Learning Online.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.6
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Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.3
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From Private to Public: Using Authentic Audiences to Support Undergraduate Students’ Learning and Engagement.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.2
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Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the COVID-19 Pandemic.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.30
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Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.25
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The Impacts of an Academic Intervention Based in Metacognition on Academic Performance.
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- Teaching & Learning Inquiry, 2024, v. 12, p. 1, doi. 10.20343/teachlearninqu.12.12
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