International Journal of Teaching and Learning in Higher Education
International Journal of Teaching and Learning in Higher Education
International Journal of Teaching and Learning in Higher Education
International Journal of Teaching and Learning in Higher Education
A Message from Our President

While we are currently pausing issues of the International Journal of Teaching and Learning in Higher Education we plan on resuming submissions for our journal in Fall of 2024. Please watch your inbox for any future announcements from the organization. If you are currently not on our mailing list you can contact us here.

International Journal of
Teaching and Learning in Higher Education

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. 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.

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Journal Information

The official journal of the International Society for Exploring Teaching and Learning (ISETL), IJTLHE is the first open source journal addressing teaching and learning in higher education. The journal's first issue was in 2005. All manuscripts submitted to IJTLHE should be in accordance with the journal’s purpose - to encourage the study, development, application, and evaluation of higher education pedagogy.


2005-present (Vol. 17, No. 1 - current)
ISETL published Connexions from 1988-2002 (Volumes 1-14) and Explorations in Teaching and Learning from 2003-2004 (Volumes 15-16).




Teaching, Learning, Pedagogy, Education, Higher Education


The following list contains the indexing services that provide coverage of the International Journal of Teaching and Learning in Higher Education. This level of indexing provides millions of teachers, researchers, students, and administrators with access to IJTLHE published articles.

  • Cambridge Scientific Abstracts
  • ERIC
  • Google Scholar
  • MSN
  • OCLC
  • Ovid
  • ProQuest
  • SilverPlatter
Executive Editor(s)
Managing Editor(s)
Senior Associate Editor(s)
Photo Editor(s)
Associate Editor(s)
Norris Armstrong (
Associate Professor
University of Georgia, Athens, GA United States
Colin Chesley (
Associate Vice President of the College of Health and Public Services
Daytona State College, Daytona Beach, FL United States
Susan Clark (
Emerita Associate Professor
Virginia Tech, Blacksburg, VA United States
Clare Dannenberg (
Chair of Anthropology/Associate Professor of Linguistic Anthropology
University of Alaska Anchorage, Anchorage, Alaska United States
Susan Epps (
Professor/NCAA Faculty Athletics Representative
East Tennessee State University, Johnson City, TN United States
Alfred Farris (
Assistant Professor of Physics
Oxford College of Emory University, Covington, GA United States
William Flora (
Associate Provost for Curriculum
East Tennessee State University, Johnson City, TN United States
Gavin Frome (
Instructional Design Consultant
American University, Washington, DC United States
Lilia Gomez-Lanier (;
Assistant Professor
University of Georgia, Athens, GA United States
Cara Gormally (
Assistant Professor
Gallaudet University, Washington, DC United States
Brian Higgins (
Assistant Professor
University of Kentucky College of Medicine, Lexington, KY United States
Angela Jaap (
Lecturer in Professional Learning and Coordinator of PGDE (Music)
Royal Conservatoire of Scotland, Glasgow, Scotland
Kiho Kim (
Professor and Executive Director, Center for Teaching, Research & Learning
American University, Washington, DC United States
Colleen Kuusinen (
Lecturer and Educational Developer
University of Massachusetts, Amherst, Amherst, MA United States
Stephen Daniel Looney (
Teaching Professor of Applied Linguistics, ITA Program Director
Pennsylvania State University, University Park, PA United States
Laura Lubin (
Assistant Director, Faculty Support
American University - Kogod School of Business, Online Programs, Washington, DC United States
Bashar Malkawi (
Global Professor of Practice in Law
James E. Rogers College of Law, University of Arizona, Tucson, AZ United States
Michael McEwan (
University of Glasgow, Glasgow, Scotland
Hyeri Park (
Doctoral student
University of Georgia, Athens, GA United States
Roshini Ramachandran, Ph.D. (
Assistant Director of Curricular Initiatives
University of California Los Angeles, Los Angeles, CA United States
CindyAnn Rose-Redwood (
Associate Teaching Professor
University of Victoria, Victoria, British Columbia Canada
Reuben Rose-Redwood (
University of Victoria, Victoria, British Columbia Canada
John Schramski (
Associate Professor
University of Georgia, Athens, GA United States
Keke Schuler (
Research Psychologist
Center for the Study of Traumatic Stress, , United States
Laura Sujo-Montes (
Professor, Educational Technology
Northern Arizona University, Flagstaff, AZ United States
Tilisa Thibodeaux (
Dean/Associate Professor
Lamar University, Beaumont, Texas United States
Amy Washburn (
Appalachian State University, Boone, NC United States
Journal Metrics

The metrics for IJTLHE demonstrate the quality of the journal, from review time and acceptance rate to impact factor and h-index. The acceptance rate and review time are updated dynamically, while the impact factor and h-index is updated semi-annually.

Acceptance Rate

28% over the past 5 years
19% overall

Average Review Time

96 days over the past 5 years
66 days overall

Impact Factor


H-Index (SJR)


Open Access

IJTLHE is and has been a fully open access journal since 2005, which means that all content is freely available under an open access license (CC BY 4.0). without charge to the user or their institution. In using "open access," we mean:

  1. anyone can copy and redistribute the material, with attribution, in any medium or format;
  2. anyone can remix, transform, and build upon the material for any purpose, even commercially; and,
  3. no fees are required for open access status in IJTLHE.
Acceptance Rate
Review Time
96 Days
Article Downloads
Open Access
since 2005
Acceptance Rate & Review Time
Are 5-Year Averages
Latest Published Articles
Research Article
Epistemological and Ontological Perspectives of Educational Psychology Doctoral Students
Daniels, L. , Alston, L.
Research Article
Factors Related to Study Progress Among First-Year Agriculture Students
Kymäläinen, H. , Häsä, J. , Södervik, I.
Research Article
Efficacy of Online Laboratory Exercises in Achieving Undergraduate Learning Outcomes in Introductory Astronomy Classes
Carter, S. , Miller, K.
Research Article
Meanings of Authentic Learning Scenarios: A Study of the Interplay Between Higher Education and Employability of Higher Education Graduates
Falkner, K. , Edman Stålbrandt, E.
Research Article
Evaluating an Interdisciplinary and Multi-Pedagogical Approach to Equipping Students TO Create Social Change
Lynch, M. , Bowen, E.
Research Article
Active Learning Classrooms (ALCs) vs. Computer Labs: Student Learning, Emotion, and Classroom Settings
Kuwabara, M.
Editor's Choice Articles
Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance
Orndorff, H.
What Was Your Best Learning Experience? Our Story About Using Stories to Solve Instructional Problems
Dunlap, J. , Lowenthal, P.
Educating the Disagreeable Extravert: Narcissism, the Big Five Personality Traits, and Achievement Goal Orientation
Monahan Watson, J.
The Classroom is Alive with the Sound of Thinking: The Power of the Exit Slip
Leigh, S.
The 3 P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity
McLoughlin, C. , Lee, M.
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions
Santangelo, T. , Tomlinson, C.
Most Emailed Articles
Let’s take a break: The impact of physical activity on academic motivation
Young-Jones, A. , McCain, J. , Hart, B.
Are university faculty to blame for the prevalence of educational myths? A cross-sectional study of trainee teachers
Rogers, J. , Cheung, A.
Enhancing Student Social Work Practice Skills and Critical Thinking Through Podcast Production
Nicola, W.
An Adapted Self-Determination Measure and College Student First-Year Achievement
Graham, M. , Vaughan, A.
Exploring Students' Choice of Theories as Tools in Problem-solving: A Pilot Study
Rovio-Johansson, A. , Liff, R. , Guzman, G.
Revisiting the Research-Teaching Nexus Framework: Two case studies introducing research into programme level, undergraduate teaching
Gretton, S. , Harvey, C. , Raine, D. , Hurkett, C. , Williams, D. , Symons, S.
IJTLHE Authors Span the Globe
Afghanistan, Algeria, Argentina, Australia, Austria, Azerbaijan, Bahrain, Bangladesh, Barbados, Belgium, Bhutan, Bolivia, Botswana, Brazil, Brunei, Bulgaria, Cambodia, Canada, Cayman Islands, Chile, China, Colombia, Croatia, Cyprus, Czech Republic, Denmark, Ecuador, Egypt, Eritrea, Ethiopia, Fiji, Finland, France, Gabon, Gambia, Gemany, Germany, Ghana, Greece, Hong Kong, India, Indonesia, Iran, Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kuwait, Latvia, Lebanon, Macedonia, Malaysia, Maldives, Malta, Mauritius, Mexico, Morocco, Namibia, Nepal, Netherlands, New Zealand, Nigeria, Norway, Oman, Other, Pakistan, Palau, Panama, Philippines, Poland, Portugal, Puerto Rico, Qatar, Rwanda, Saudi Arabia, Scotland, Sheffield Hallam University, Singapore, Slovak Republic, Slovenia, South Africa, South Korea, Spain, Sri Lanka, Sweden, Switzerland, Syria, Taiwan, Tanzania, Thailand, Trinidad-Tobago, Tunisia, Turkey, U.S. Virgin Islands, Uganda, United Arab Emirates, United Kingdom, United Kingdon, United States, Uruguay, Uzbekistan, Vanuatu, Vietnam, Wales, Zambia, Zimbabwe,
The International Journal of Teaching and Learning in Higher Education is licensed
under a Creative Commons Attribution 4.0 International License.
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