págs. 1-2
Mindfulness and academic performance:: The role of compassion and engagement
Sandra Miralles Armenteros, Ricardo Chiva Gómez, Alma María Rodríguez Sánchez, Zina Barghouti
págs. 3-13
A student–staff partnership approach to course enhancement:: Principles for enabling dialogue through repurposing subject-specific materials and metaphors
págs. 14-24
Belonging, achievement and student satisfaction with learning:: The role of case-based Socratic Circles
págs. 25-35
págs. 36-46
Network structures of in-service teachers’ collective knowledge construction:: An SNA analysis of multiliteracies online course
págs. 47-58
A study of the use of mobile learning technology in Taiwan for language learning
Rui-Ting Huang, Chung-Long Yu, Tzy-Wen Tang, Sheng-Chun Chang
págs. 59-71
Towards a conceptual framework for understanding and developing mathematical competence:: A multi-dual perspective
Kai-Lin Yang, Yai-Yin Tso, Ching-Shu Chen, Yuan-Horng Lin, Shiang-Tung Liu, Su-Wei Lin
págs. 72-83
Teachers’ beliefs about gamification and competencies development:: A concept mapping approach
José Martí Parreño, Amparo Galbis Córdova, Rafael Currás Pérez
págs. 84-94
Debate:: A new approach for improving the dialectical thinking of university students
Xiaoshan Li, Zaichao Han, Jianping Fu, Yun Mei, Jianping Liu
págs. 95-106
Students’ perspectives on curriculum internationalisation policies in transition:: Insights from a master’s degree programme in the Netherlands
págs. 107-119
Writing about learning and teaching in higher education:: Creating and contributing to scholarly conversations across a range of genres
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Writing about learning and teaching in higher education:: Creating and contributing to scholarly conversations across a range of genres
Mick Healey, Kelly E. Matthews, Alison Cook-Sather
2020
págs. 120-121
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