Open Scholarship of Teaching and Learning

Vicki Dale; Matthew Barr, Nathalie Tasler

Editorial: oSoTL 2(3)

https://doi.org/10.56230/osotl.97

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Chris Hall

So what? Can we learn anything about university teaching from jazz?

https://doi.org/10.56230/osotl.38

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Nana Sartania

Admission to medical school is not the endpoint of widening participation

https://doi.org/10.56230/osotl.61

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Mireilla Bikanga Ada

Educators’ pre-Covid19 lived experience of the assessment and feedback policy at a UK higher education institution

https://doi.org/10.56230/osotl.10

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Aspasia Eleni Paltoglou, Heather Jayne Lilley, Vyjantikumari Lad, Maryam Hussain, Chrissi Nerantzi

Exploring the merits of including an optional reflexive writing workshop within a compulsory undergraduate module

https://doi.org/10.56230/osotl.47

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Abbie Cairns

Identities of a post-graduate research student

https://doi.org/10.56230/osotl.51

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Alex Evangelista, Anika Thrower

Rethinking the online environment through collaborative learning

https://doi.org/10.56230/osotl.70

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Cristina Mio, Erzsebet Dombi

Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses

https://doi.org/10.56230/osotl.50

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Alice S. N. Kim, Mandy Frake-Mistak, Alecia Carolli, Brad Jennings

Does it matter when it happens? Assessing whether formative quizzes at different timepoints in a course are predictive of final exam grades

https://doi.org/10.56230/osotl.16

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Stephen Scholes

Using Scottish School inspection documentation as a primary source for research dissertations

https://doi.org/10.56230/osotl.52

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Sarah Anderson, Philip Tonner

A post-critical pedagogy for sustainability: Engaging the head, heart, and hands

https://doi.org/10.56230/osotl.54

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Matthew Barr; Vicki Dale; Nathalie Tasler

Reviewer acknowledgements: oSoTL 2(3)

https://doi.org/10.56230/osotl.98

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