Том 3 № 2 (2024)

Опубліковано 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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Pam Blundell-Birtill, Richard Harris, 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 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 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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