| Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement |
10 |
| Investigating university students' intention to use mobile learning management systems in Sweden |
8 |
| Social entrepreneurial intentions and its influential factors: A comparison of students in Taiwan and Hong Kong |
8 |
| Refocusing portfolio assessment: Curating for feedback and portrayal |
8 |
| Effects of a mobile self-regulated learning approach on students' learning achievements and self-regulated learning skills |
7 |
| The role of knowledge sharing in enhancing innovation: a comparative study of public and private higher education institutions in Iraq |
7 |
| Peer e-tutoring: Effects on students' participation and interaction style in online courses |
7 |
| MOOCs, disruptive innovation and the future of higher education: A conceptual analysis |
6 |
| Stimulating students' engagement in mathematics courses in non-STEM academic programmes: A game-based learning |
6 |
| Ways of thinking and practising: Highlighting the complexities of higher education curriculum |
6 |
| Impact of mindfulness meditation intervention on academic performance |
6 |
| An authentic learning based evaluation method for mobile learning in Higher Education |
5 |
| Supporting students with disabilities within a UK university: Lecturer perspectives |
5 |
| The effects of online peer feedback and epistemic beliefs on students' argumentation-based learning |
5 |
| The quality culture in doctoral education: Establishing the critical role of the doctoral supervisor |
5 |
| The influence of undergraduate students' research attitudes on their intentions for research usage in their future professional practice |
4 |
| Social networks to promote motivation and learning in higher education from the students' perspective |
4 |
| The influence of problem-based learning on learning effectiveness in students' of varying learning abilities within physical education |
4 |
| Student satisfaction with an online and a face-to-face Business English course in a higher education context |
4 |
| Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students |
4 |
| The impact of self-assessment on language learners' writing skill |
4 |
| Conversations about research supervision - Enabling and accrediting a community of practice model for research degree supervisor development |
4 |
| The perceived impact on academics' teaching practice of engaging with a higher education institution's CPD scheme |
4 |
| Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace |
3 |
| To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course |
3 |
| Interplay of entrepreneurial learning forms: a case study of experiential learning settings |
3 |
| SITS: A solution-based intelligent tutoring system for students' acquisition of problem-solving skills in computer programming |
3 |
| Considering students' epistemic beliefs to facilitate their argumentative discourse and attitudinal change with a digital dialogue game |
3 |
| Assessing an innovative advanced academic writing course through blog-assisted language learning: Issues and resolutions |
3 |
| Peer review of teaching: What features matter? A case study within STEM faculties |
3 |
| Running a research marathon |
3 |
| Evaluating the process and product of a student-staff partnership for curriculum redesign in film studies |
3 |
| Gamification design: A comparison of four m-learning courses |
3 |
| Students' conceptions of eportfolios as assessment and technology |
3 |
| Research dissemination and PhD thesis format at a South African university: The impact of policy on practice |
3 |
| The effect of personal learning environments on participants' higher order thinking skills and satisfaction |
3 |
| Supporting collaborative group projects with Web 2.0 tools: A holistic approach |
2 |
| What happens to doctoral supervision when university departments have high levels of precarious academic employment?: An Australian case study |
2 |
| Blended mobile learning in theatre arts classrooms in higher education |
2 |
| Belonging and transition: An exploration of International Business Students' postgraduate experience |
2 |
| Using game-based training to improve students' assessment skills and intrinsic motivation in peer assessment |
2 |
| Proposing a model to embed a simulated-person methodology program within higher education |
2 |
| Digital games for learning energy conservation: A study of impacts on motivation, attention, and learning outcomes |
2 |
| Designing writing groups to support postgraduate students' academic writing: A case study from a South African university |
2 |
| Using learning plans to support doctoral candidates |
2 |
| Supporting peer observation of teaching: Collegiality, conversations, and autonomy |
2 |
| To what extent does flipping' make lessons effective in a multimedia production class? |
2 |
| A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning |
2 |
| A study of students' perspectives on a flipped learning model and associations among personality, learning styles and satisfaction |
2 |
| Finance students' experiences of lecture-based active learning tasks |
2 |
