Open Scholarship of Teaching and Learning

Current Issue

Vol. 4 No. 1 (2025)

Published February 13, 2025

Articles

Vicki Dale; Matthew Barr, Mark Charters, Nathalie Tasler

Editorial: oSoTL 4(1)

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Chrissi Nerantzi, Yasmin Kader, Margaret Korosec

Open scholars: Putting their heads above the parapet or transitioning from Grimms’ Rapunzel to Disney’s Tangled

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Adam Finkel-Gates

Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the post-pandemic era

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Sandra Abegglen, Tom Burns, Sandra Sinfield

Critical pedagogy and digital liberation: A Freirean debate for SoTL

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Katie Stripe

Developing an inclusivity audit for higher education

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Alan Donnelly, Professor Liz Austen, Tom Lowe, Maria Moxey

Developing a community of student engagement practitioners: Evidence of value from a postgraduate professional development course at a UK university

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Lesley Graham, Susan Lindsay

From tokenism to transformation: Acknowledging the missing voices of marginalised students in higher education, beyond box-ticking frameworks

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Pauldy Otermans, Chelsea Livingstone, Laiba Nasar, David Tree, Stephanie Baines

Navigating assessment challenges: Students’ reflection on preparation for exams, essays, presentations, and reports

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Judith Stevenson, Kalliopi Mavromati, James E. Bartlett, Lorna I. Morrow, Linda M. Moxey, Eugene J. Dawydiak

Exploring content vs writer focus in written student feedback: Perceived impact on student emotional response, attention, and usefulness

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Matt Offord, Sebastien Marciak

Bimblecast: Using ecopedagogy in Business Education

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Nicola Jones, Louise Sheridan

International postgraduate taught students’ perspectives on resources to support learning transitions: A preliminary case study

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David Tree, Amanda Harvey, Mariann Rand-Weaver

Integrated Programme Assessment: 10 years on

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Sarah Anderson, Evelyn McLaren, Cristina Mio

Mapping curriculum in higher education: Unveiling alignment, complexity, and ideology

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Matthew Barr, Mark Charters; Vicki Dale; Nathalie Tasler

Reviewer acknowledgements: oSoTL 4(1)

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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.