International Journal of Teaching and Learning in Higher Education (IJTLHE)
The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is the dissemination of knowledge for improving higher education pedagogy. Electronic distribution of IJTLHE maximizes global availability.
All manuscripts submitted to the IJTLHE should be in accordance with the journal’s purpose - to encourage the study, development, application, and evaluation of higher education pedagogy. All manuscripts are refereed (blind) using a peer-review process involving at least two reviewers. The review process typically takes approximately three months.
Finally, the IJTLHE is a publication of the International Society for Exploring Teaching and Learning (ISETL), the Center for Teaching and Learning at The University of Georgia, and the Center for Instructional Development and Educational Research (CIDER) at Virginia Tech.
A Peer-Reviewed Electronic Journal

Highlighted Article

Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

Birgit Leidenfrost
University of Vienna, Faculty of Psychology

Barbara Strassnig
University of Vienna, Faculty of Psychology

Marlene Sch├╝tz
University of Marburg, Central Student Advisory Service

Claus-Christian Carbon
University of Bamberg, Department of General Psychology and Methodology

Alfred Schabmann
University of Vienna, Faculty of Psychology

Abstract     ::     Article    
Creative Commons License
All papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License.


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