International Journal of Teaching and Learning in Higher Education
The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise.
Submission Notice To Potential Authors: Thank you for your interest in submitting to IJTLHE. Our annual publication cycle runs from December through July each year. The submission period for the 2025 issue has now closed. We welcome submissions for the 2026 issue beginning in the next calendar year. Before submitting, please review our updated manuscript guidelines to ensure your work meets current requirements.
Previously published articles from IJTLHE can be found here.
Thank you for your interest in our journal.
Current Issue: Volume 35, Issue 2 (2024)
Articles
Evaluating an Interdisciplinary and Multi-Pedagogical Approach to Equipping Students to Create Social Change
Michael Lynch
Promoting Innovation Via a University-Organized Online Hackathon
Arnon Hershkovitz and Orly Lahav
Factors Related to Study Progress Among First-Year Agriculture Students
Hanna-Riitta Kymäläinen
Factors Related to Study Progress Among First-Year Agriculture Students
Hanna-Riitta Kymäläinen, Jokke Hasa, and Ilona Södervik
Epistemological and Ontological Beliefs of Educational Psychology Doctoral Students
Lia Daniels and Lauren Alston
Promoting Innovation Via a University-Organized Online Hackathon
Arnon Hershkovitz and Orly Lahav
Using Legitimation Code Theory (LCT) to define and track the practice of the Scholarship of Teaching and Learning
Mark Brooke, Daron Loo, and Chloe Wong
How Learning Occurred in a Group Leadership Education Program – The Importance of “Ba”, “Omoi”, and Psychological Safety
John Hinck, Steven B. Davis, and Derrick Iwanenko
Active Learning Classrooms vs Computer Labs: Student Learning, Emotion, and Classroom Settings
Megumi Kuwabara
“It’s like listening to an audiobook”: University of Botswana Students’ Lived Experiences and Views about Online Learning during the COVID-19 Pandemic
Boitumelo Ramoroka, Keokgale Basetsana Tlhobogang, Brigid Goitse Conteh, and Beauty Boikanyo Ntereke
Building and Employing the Music-Coaching-Improv (M-C-I) Framework To Aid New Instructors in Overcoming the Imposter Phenomenon
John Hinck, Steven B. Davis, Andrew Clayton, Stephanie Wilson, and Melanie Leon
Hybrid Teaching and Learning in Higher Education: An Appreciative Inquiry
Lori E. Kniffin and Justin Greenleaf
The Effects of Math Anxiety on the Performance of Undergraduate Business Majors: Using Self-Efficacy as a Mediator
Audrey Meador
Efficacy of Online Laboratory Exercises in Achieving Undergraduate Learning Outcomes in Introductory Astronomy Classes
Kristen Miller and Shelli Carter
Meanings of Authentic Learning Scenarios: A Study of the Interplay Between Higher Education and Employability of Higher Education Graduates
Kajsa Falkner and Eva Edman Stålbrandt
Flipped Teaching Eased the Transition to Online Learning of College Students in STEM Courses During COVID-19
Sinan Onal, Carolyn Butts-Wilmsmeyer, Charles Serrano, Paige Dickey, Georgia Bracey, Sharon Locke, Julie Fickas, and Chaya Gopalan
Fostering Active Learning and Metacognitive Skills in a Cognitive-Science Based Math Course
Sheila Tabanli
Transformative Interventions in Cell Biology: The Development and Use of Instructor/Student-Interactive Demonstrations of Key Cell Biology Concepts
Prashanth Rao, Ashok Upadhyaya, and Meera Nanjundan
Research in Practice and Practicing Research: Teaching Women and Leadership Discourse
Amaly Santiago and Mariaelena Bartesaghi PhD
Restorative Pedagogy to Build Community in the Classroom: Autoethnographic Reflections from Faculty
Sheila M. McMahon, Zahra Ahmed, and Michelle Bemiller