Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 9)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 31)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 20)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 41)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 2)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 9)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  


Similar Journals
Journal Cover
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education
Number of Followers: 19  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2009-3160 - ISSN (Online) 2009-3160
Published by All Ireland Society for Higher Education Homepage  [1 journal]
  • Exploring Pedagogic and Practical Intersections of Academic Writing
           Support for Faculty in Higher Education.

    • Authors: Roisin Donnelly, María-José González
      Abstract: This is a case study of Faculty perceptions of the nature and effectiveness of academic writing provision and practice in a university in Ireland. It discusses the pedagogical approach adopted by a pan-university initiative. The focus of this case study is a Professional Development module for Faculty designed with a dual purpose - to support them to develop their own professional writing for publication, and to enable them to use the same strategies to support and reinforce their students’ academic writing. The research design used a qualitative approach to gather three forms of data for capturing the perception of Faculty: a survey (n=30) and a Faculty focus group (n=6).Findings indicate that Faculty holds clear perceptions about the nature and effectiveness of academic writing support that is most of use to their own practice: the opportunity for critical (reflective) thinking, reading and writing, using technologies and strategies to support the writing process such as audio feedback and peer review, formative feedback on article structure and development, and supports on the literature review. The results help validate, consolidate and support the current approach and inform the future role of writing support within the institution.
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • A Review of the Supports Available to Third-Level Programming Students in

    • Authors: Mark Noone, Aidan Mooney, Amy Thompson, Frank Glavin, Monica Ward, Keith Nolan, Emer Thornbury, John Andrews, David Williams
      Abstract: Computer Science and programming courses are generally considered to be difficult,
      particularly for students in the first year of a third-level course. As such, it is an important
      role to support these students as they begin their education in order to better cement
      their learning, and to reduce drop-out rates and other early issues. In Ireland, many
      third-level institutions offer additional dedicated supports to their Computer Science
      and programming students to augment the traditional lectures, tutorials, and laboratory
      This paper provides a review of the current state of Computer Science Support in
      Ireland. It features case studies from a sample of six third-level institutions, with authors
      from each institution detailing the support services they offer to their students. A survey
      was also sent to all third-level institutions in Ireland, asking for feedback about their
      support services (or lack thereof). Fifteen responses were received from institutions
      who provide additional supports (no responses were received from institutions without).
      From the results of this survey, and the authors’ personal perspectives and experience,
      recommendations will be made for those looking to develop their own support services,
      or to improve upon existing ones. Some of the key findings from this survey are that
      most supports in Ireland come in the form of dedicated tutors or support centres, more
      support is offered on average earlier in undergraduate degrees and that most
      respondents agree that we need to support novice programmers. Some of the
      recommendations include all institutions offering some form of support service, offering
      it as a free service and ensuring all ability levels are catered for. Advertising the service
      appropriately is also important.
      It is the correct time to undertake such a review due to the continued growth of
      Computer Science as a subject, not only at third level, but now also at second level
      with the introduction of Computer Science to the Leaving Certificate options. Further
      work is ongoing in this area, with both a national group setup and an annual workshop
      planned to enter its second iteration in 2022.
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • An Evaluation of the Effects of Pre-Laboratory Activities on Student
           Engagement in a Higher Education Computer Engineering Module.

    • Authors: Theresa Costello, Pauline Logue, Kate Dunne
      Abstract: Improving student engagement, by embracing technologies and adopting student- centred teaching strategies, is one area of educational research. Pre-laboratory activities, supported by technology, have the potential to enhance student engagement, and positively transform practical learning. The aim of this research is to evaluate the effects that pre-laboratory activities have on student engagement with laboratory learning in higher education, in the field of computer engineering. Objectives are: 1) to conduct an analysis of literature on pre-laboratory preparation, as a means to enhance student engagement, and 2) to carry out primary research to determine the effects of pre-laboratory activities on student engagement. The research methodology framework is action research based. Data collection methods employed include student questionnaires, a student focus group, and reflection journals by the lecturer-researcher. Convenience sampling is employed. This study is confined to an introductory electronics module in one former IoT: it does not consider other groups, modules, or higher education institutions. A predominant finding is that pre-laboratory activities have a positive impact on student engagement in areas such as attendance, collaboration, confidence, motivation, and learning. The study concludes that pre-laboratory activities are a worthwhile teaching and learning strategy in a practical module to improve student engagement. One limitation of the study is its small sample size. The key recommendations are to expand the research to a wider cohort and to embed the pre-laboratory activities in the laboratory process from the start, so that students view it as an integral part of their practical work. Keywords: Action research; Computer engineering; Higher education; Pre-laboratory activities; Student engagement.
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • Developing Recommendations for Mentoring Programmes in the Undergraduate
           Health Sciences.

    • Authors: Yvonne Finn, Siobhán Smyth, Martin Power, Caroline Hills
      Abstract: Mentoring is a reciprocal relationship between an academic member of staff and a student for the purpose of supporting personal and professional development. Formal mentoring programmes offer mentoring to all students and are recommended in undergraduate health professionals’ educational training. However, there is little guidance in the literature on considerations when planning a formal mentoring programme. This research aimed to identify the ten most important recommendations of an effective mentoring programme in the undergraduate health sciences. The nominal group technique, a structured consensus group method, was used to generate and rank ideas, with iterative rounds of discussion and ranking. There were ten participants, nine of whom teach in higher education in health sciences and had experience in mentoring and/or delivering mentoring programmes. The top three recommendations related to governance of mentoring programmes (purpose for the programme, quality assurance and provision of an operational manager). Four recommendations related to the needs of the mentee (support services, matching, modeling and stability of the relationship) and three related to the needs of the mentor, with a focus on encouraging and supporting their engagement (training, time, and resources). In conclusion, the nominal group technique was effective in reaching consensus on elements of effective mentoring programmes in the undergraduate health sciences. Further research, through empirical and non-empirical methods, is needed to advance the evidence-base for effective mentoring programmes. Keywords: Education; Health sciences; Mentees; Mentor; Mentoring; Mentoring programme; Undergraduate.
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • Teaching Approaches and Best Practice in Large Group Teaching for Novice
           Educators: Real-world Example

    • Authors: Siobhán Smyth, Timothy Frawley, Louise Murphy
      Abstract: This paper focuses on teaching and learning approaches that assist novice and other educators in higher education. These principles are applied to a real-world example of an undergraduate teaching session inclusive of local and international nursing students. Educational theory pertaining to the session is briefly discussed, however, the focus is on the teaching and learning strategies applied. Specific attention is afforded to lesson planning, active learning, and the use of technology in large group teaching. The responsibility of the educator to promote teaching credibility, student engagement, and pre-lecture preparation is reviewed with reference to key literature, while strategies to achieve best practice are proposed.
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • Clinical Skills in Undergraduate Nurse Education: Transforming and
           Harnessing Student Engagement through Problem Based Learning utilising a
           Blended Teaching Approach

    • Authors: Martina Gooney, Heather Jennings, Sara Kennedy, Ruth Maher, Mary Moylan, Geraldine Purcell
      Abstract: The Covid-19 pandemic has had a transformative effect on teaching and facilitating clinical skills within undergraduate nursing programmes. Traditionally, clinical nursing skills have been taught face to face in the Department of Nursing and Health Care in South East Technological University (SETU), however, due to the pandemic, skills content has had to be taught through a blended format, predominantly on-line. The curriculum remained unchanged, with clinical skill content to be delivered, and learning outcomes which were required to be met. There was significant pressure to deliver skills teaching in an effective way despite the enforced change due to the pandemic restrictions on face-to-face teaching. Online student engagement was a priority for the working group as active engagement has been shown to enhance students' motivation to learn and increase students' satisfaction in achieving their educational goals. Furthermore, positive student engagement can reduce the sense of isolation and lend itself to improved students’ performance. This paper provides an overview of how some of the academic team of a higher institute of technology, in the Republic of Ireland, creatively met these challenges, through on-line delivery and a blended learning approach. The module teams utilised the application of Problem Based Learning (PBL), underpinned with a philosophical framework based on Critical Social Theory (CST) principles. In order to achieve this, an acronym was devised, namely RAPID (Recognise, Assessment, Plan, Interventions and Discuss). The students were supported to develop a Portfolio of Clinical Scenarios, to enhance their learning which empowered the students to further develop their critical thinking skills. Recommendations include a problem based learning and interdisciplinary structured nursing approach to patient assessment using the acronym RAPID. This enabled students to develop their problem-solving skills. Therefore, applying it to real world problem-based patient case scenarios, which can enhance student motivation and engagement.
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • Entry to University at a Time of COVID-19: How Using a Pre-arrival
           Academic Questionnaire Informed Support for New First-year Students at
           Leeds Beckett University.

    • Authors: Susan Smith, Janice Priestley, Michelle Morgan, Laura Ettenfield, Ruth Pickford
      Abstract: Abstract. In the summer of 2020, academic and professional service managers at Leeds Beckett University (LBU), were mindful that the upcoming academic year was going to be challenging in terms of teaching and tailored support delivery, as a result of the uncertainty created by COVID-19. We knew that many of our incoming students had experienced disruption in their learning at school or college, and we wanted to support and maximise their potential for success at university in these uncertain times. Through previous work relating to the need to support student transitions, we already understood the importance of pre-arrival academic experience data in helping to create a seamless bridging of the gap between secondary and tertiary education. We knew it would become even more critical in Autumn 2020, due to the impact of the pandemic on student learning in schools and colleges. We were aware that the prior learning experience and challenges of our diverse incoming student body would need to shape our response, strategy, and policy in 2020/21 and beyond. As a result, we decided to pilot a pre-arrival academic questionnaire across a small number of courses that included questions on the impact of COVID-19 on our incoming students’ prior learning. It offers broad headline findings from the data on two key questions:
      How can we understand incoming students’ levels of anxiety after studying at school or college in lockdown'
      Are students experienced in learning digitally at school or college before they come to university, and did COVID-19 affect this'
      This case study explores our institutional response to COVID-19 and how we used the PAQ to inform our action
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
  • Introduction to the Issue

    • Authors: Moira Maguire, Morag Munro, Ronan Bree
      PubDate: 2022-06-30
      Issue No: Vol. 14, No. 2 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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