Open Scholarship of Teaching and Learning

Current Issue

Vol. 3 No. 2 (2024)

Published August 17, 2024

Articles

Vicki Dale; Matthew Barr, Nathalie Tasler

Editorial: oSoTL 3(2)

https://doi.org/10.56230/osotl.120

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Karen Thompson, Marina Herriges

Embedding environmentally sustainable practices in learning and teaching: A student perspective

https://doi.org/10.56230/osotl.99

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Dr Pam Blundell-Birtill, Dr Richard Harris, Dr Madeleine Pownall

Development of the ‘Student guide to the hidden curriculum’

https://doi.org/10.56230/osotl.66

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Johannes Heim, Christine Cuskley, Rebecca Woods, Jay Barber, Harrison Donnelly, Ruizhe Hu, Avika Sharma, Heike Pichler

A flexible model for exposing and mitigating the hidden curriculum in the transition to higher education

https://doi.org/10.56230/osotl.69

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Stephanie McDonald, Bethany Huntington, Harriet A. Allen

Students engage with and benefit from active learning when this is appropriately embedded in curriculum design

https://doi.org/10.56230/osotl.108

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Stephanie McDonald, Andrew Reid, Christopher R. Madan

Supporting student learning in research methods and statistics in psychology through authentic assessment

https://doi.org/10.56230/osotl.104

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Lucy James, Masi Noor, Aqsa Halim, Claire Fox

Students’ perceptions and experiences of taking a Leave of Absence (LOA) during their degree

https://doi.org/10.56230/osotl.105

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Alexandra Zidenberg, Brandon Sparks

Engaging with extremely online psychology students: Creating a meme “study guide”

https://doi.org/10.56230/osotl.75

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Kelly Edmunds, Helen C Leggett

Active learning in the undergraduate laboratory: Giving students a safe space to experience low-stakes failure

https://doi.org/10.56230/osotl.107

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Alice S. N. Kim, Linda Carozza, Adam Sandford

The importance of quality and quantity: An investigation into the influence of accuracy and frequency of retrieval practice on learning

https://doi.org/10.56230/osotl.82

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Nathalie Tasler, Matthew Barr; Vicki Dale

Reviewer acknowledgements: oSoTL 3(2)

https://doi.org/10.56230/osotl.123

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oSoTL is an open access and open peer review journal for the Scholarship of Teaching and Learning. The ethos of the journal is collegiality and open scholarship, with the aim to make submissions as accessible as possible. The journal is indexed in Google Scholar and in WorldCat.

Please see our Submissions page for more information on how to submit your work to oSoTL.