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Innovations in Education and Training International is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Reflective Practices in Education, Evaluation of Teaching Practices.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Innovations in Education and Training International 12 (3): 45–58.
Formats any DOI in Innovations in Education and Training International style. No sign-up. |
| Publishes research in | Online and Blended Learning Reflective Practices in Education Evaluation of Teaching Practices Innovative Teaching and Learning Methods Higher Education Learning Practices |
| ISSN | 1355-8005 |
| h-index | 31 |
| i10-index | 95 |
| Total citations | 4,862 |
| Top institutions publishing here | Anglia Ruskin University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
SUMMARY Some studies of peer assessment in higher education are reviewed, and found to focus on either assessment of a product such as an examination script, or of the performance of a particular skill, often in a medical or dental setting. Classroom performance studies focus mainly on interpersonal skills or group dynamics. Many examples where…
This paper examines the effectiveness of active learning implemented in two undergraduate programmes at the Hong Kong Polytechnic University. Several learning activities were implemented during student seminar sessions. The effectiveness of these activities was investigated using questionnaires and interviews to explore student attitudes as well as the Study Process Questionnaire to measure student approaches to…
Abstract There is good evidence that computer-aided learning is well accepted by students with autism and is of great potential benefit to them. Despite the potential, however, the field remains relatively unexplored. This paper therefore proposes a framework for further research and development in the field of computer-aided learning for students with autism. The framework…
SUMMARY This paper considers an action‐based approach to the development of teaching skills in higher education through peer observation and collaborative reflection. The central features of a three‐phase process model are described and explored and the preliminary results of a pilot scheme are reported. From this investigation it is suggested that models of development that…
SUMMARY Assessment methods such as non‐conventional exams, oral presentations, group projects and peer assessment are increasingly being used in HE in an attempt to introduce more realistic and meaningful tasks and provide broader and more reliable indicators of students' achievements. The impact of such assessment on student learning is being investigated via a series of…
