Vol. 3 No. 2 (2024)

Published August 17, 2024

Autumn, 2024

Articles

Vicki Dale; Matthew Barr, Nathalie Tasler

Editorial: oSoTL 3(2)

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Karen Thompson, Marina Herriges

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

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

Development of the ‘Student guide to the hidden curriculum’

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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

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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

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Stephanie McDonald, Andrew Reid, Christopher R. Madan

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

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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

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Alexandra Zidenberg, Brandon Sparks

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

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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

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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

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Nathalie Tasler, Matthew Barr; Vicki Dale

Reviewer acknowledgements: oSoTL 3(2)

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