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Issue
6 February - Volume 9, Issue 1, Pages 2 - 171
10 April - Volume 9, Issue 2, Pages 174 - 342
3 July - Volume 9, Issue 3, Pages 346 - 486
9 October - Volume 9, Issue 4, Pages 490 - 640
Volume 9, Issue 4
9 October 2017
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ISSN
2050-7003
EISSN
1758-1184
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Toward ideal enacted mental models of learning outcomes assessment in higher education
William F. Heinrich
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for Toward ideal enacted mental models of learning outcomes assessment in higher education
Changing concerns of beginning Dutch university teachers
Paul van den Bos
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Selecting teaching style based on group technology philosophy
Abdelhakim Abdelhadi
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for Selecting teaching style based on group technology philosophy
Critical dimensions for the effective design and use of simulation exercises for emergency management in higher education
Vanessa Cooper
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Giuseppe Forino
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Sittimont Kanjanabootra
;
Jason von Meding
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Knowledge sharing behavior of academics in higher education
Sadia Bibi
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Amjad Ali
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for Knowledge sharing behavior of academics in higher education
Doctoral student support programs in diverse national contexts
Omer Caliskan
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Karri Holley
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for Doctoral student support programs in diverse national contexts
Understanding student perceptions of a web-based blended learning environment
Tuncay Bayrak
;
Bahadir Akcam
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for Understanding student perceptions of a web-based blended learning environment
The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students
Afsaneh Ghanizadeh
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Safoura Jahedizadeh
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for The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students
Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college
Khalid Arar
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Ruth Abramowitz
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for Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college
Academic staff perspectives on first-year students’ academic competencies
Dana-Kristin Mah
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Dirk Ifenthaler
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for Academic staff perspectives on first-year students’ academic competencies
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