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New Directions for Teaching and Learning is a peer-reviewed journal published by Wiley, covering Evaluation of Teaching Practices, Reflective Practices in Education, Online and Blended Learning.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." New Directions for Teaching and Learning 12 (3): 45–58.
Formats any DOI in New Directions for Teaching and Learning style. No sign-up. |
| Publishes research in | Evaluation of Teaching Practices Reflective Practices in Education Online and Blended Learning Education and Critical Thinking Development Innovative Teaching and Learning Methods |
| ISSN | 0271-0633 |
| Citation impact (2-yr) | 1.1 |
| h-index | 88 |
| i10-index | 781 |
| Total citations | 40,630 |
| Article processing charge | $3,140 |
| Top institutions publishing here | Auburn University |
| Journal website | onlinelibrary.wiley.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.
Abstract This chapter reviews the motivation for the change to problem‐based learning, its definition, and the educational objectives it can serve. It discusses changing an established curriculum to problem‐based learning and asks whether problem‐based learning is worth the trouble.
Abstract TBL is a collection of practices that support one another for powerful instructional effect. This chapter describes the building blocks of team‐based learning and the steps necessary to put them into place.
Abstract Self‐regulated learning is an important component of learning for college students. Students can learn how to become self‐regulated learners, and faculty can foster self‐regulated learning in their classrooms.
Abstract Faculty learning communities create connections for isolated teachers, establish networks for those pursuing pedagogical issues, meet early‐career faculty expectations for community, foster multidisciplinary curricula, and begin to bring community to higher education.
Abstract A perennial goal of college instruction is critical thinking, but until recently the actual research on these skills was limited. This chapter offers a discussion of where we have been and a four‐part model showing where we should be.
