Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Aithal, P Sreeramana, and Adithya Kumar Maiya. “Innovations in Higher Education Industry–Shaping the Future.” International Journal of Case Studies in Business, IT, and Education (IJCSBE) 7, no. 4 (2023): 283–311.

Alhashem, Fatimah, and Abdullah Alfailakawi. “Technology-Enhanced Learning through Virtual Laboratories in Chemistry Education.” Contemporary Educational Technology 15, no. 4 (October 1, 2023): ep474. https://doi.org/10.30935/cedtech/13739.

Alles, Martina, Tina Seidel, and Alexander Gröschner. “Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices.” International Education Studies 11, no. 1 (2018): 11–24.

Baloyi, Mapula Emily. “An Analysis of How Socioeconomic Issues Affect the Performance of Learners in Rural Schools: A Case Study of Ga-Sekgopo High Schools Grade 8-10 Learners.” University of KwaZulu-Natal, Howard College, 2020.

Bertram Gallant, Tricia. “Academic Integrity as a Teaching & Learning Issue: From Theory to Practice.” Theory Into Practice 56, no. 2 (2017): 88–94.

———. “Academic Integrity as a Teaching & Learning Issue: From Theory to Practice.” Theory Into Practice 56, no. 2 (April 3, 2017): 88–94. https://doi.org/10.1080/00405841.2017.1308173.

Black, Robert D, Lois A Weinberg, and Martin G Brodwin. “Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education.” Exceptionality Education International 25, no. 2 (2015).

Bovill, C., A. Cook-Sather, P. Felten, L. Millard, and N. Moore-Cherry. “Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student–Staff Partnerships.” Higher Education 71, no. 2 (February 14, 2016): 195–208. https://doi.org/10.1007/s10734-015-9896-4.

Brower, Aaron M, Debra Humphreys, Rebecca Karoff, and Sandra Kallio. “Designing Quality into Direct‐assessment Competency‐based Education.” The Journal of Competency‐Based Education 2, no. 2 (2017): e01043.

Calkins, Celeste, and Mary-Ann Winkelmes. “A Teaching Method That Boosts UNLV Student Retention,” 2018.

Cook-Sather, Alison. “Listening to Equity-Seeking Perspectives: How Students’ Experiences of Pedagogical Partnership Can Inform Wider Discussions of Student Success.” Higher Education Research & Development 37, no. 5 (2018): 923–36.

Czerniewicz, Laura, and Cheryl Brown. “The Habitus of Digital ‘Strangers’ in Higher Education.” British Journal of Educational Technology 44, no. 1 (2013): 44–53.

Fenyi, D.A., and R. Morrison. “Concord Errors in Postgraduate Theses in Ghana: A Descriptive Analysis.”  Journal of Language and Linguistics in Society (JLLS) 3, no. 1 (2023): 20–30.

Ferguson, Everett, Michael P. McHugh, and Frederick W. Norris. Encyclopedia of Early Christianity . Oxfordshire: Taylor & Francis, 1998.

Fineout‐Overholt, Ellen, and Linda Johnston. “Teaching EBP: Asking Searchable, Answerable Clinical Questions.” Worldviews on Evidence-Based Nursing 2, no. 3 (September 15, 2005): 157–60. https://doi.org/10.1111/j.1741-6787.2005.00032.x.

Fornauf, Beth S, and Joy Dangora Erickson. “Toward an Inclusive Pedagogy through Universal Design for Learning in Higher Education: A Review of the Literature.” Journal of Postsecondary Education and Disability 33, no. 2 (2020): 183–99.

Gianoutsos, Dan, and Mary-Ann Winkelmes. “Navigating with Transparency: Enhancing Underserved Student Success through Transparent Learning and Teaching in the Classroom and Beyond,” 2016.

Green, Christa L, Joan M T Walker, Kathleen V Hoover-Dempsey, and Howard M Sandler. “Parents’ Motivations for Involvement in Children’s Education: An Empirical Test of a Theoretical Model of Parental Involvement.” Journal of Educational Psychology 99, no. 3 (2007): 532.

Guangul, Fiseha M, Adeel H Suhail, Muhammad I Khalit, and Basim A Khidhir. “Challenges of Remote Assessment in Higher Education in the Context of COVID-19: A Case Study of Middle East College.” Educational Assessment, Evaluation and Accountability 32, no. 4 (2020): 519–35.

Heagney, Margaret, and Robyn Benson. “How Mature-Age Students Succeed in Higher Education: Implications for Institutional Support.” Journal of Higher Education Policy and Management 39, no. 3 (May 4, 2017): 216–34. https://doi.org/10.1080/1360080X.2017.1300986.

Howard, Tiffiany O, Mary-Ann Winkelmes, and Marya Shegog. “Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning.” Journal of Political Science Education 16, no. 2 (2020): 198–211.

Howell, Dorothy J. “Disparity in Higher Education and the Need for Equitable Teaching Paradigms and Strategies.” In Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education, 1–24. IGI Global Scientific Publishing, 2022.

Isaacs, T Craig. Revelations & Possession: Distinguishing Spiritual from Psychological Experiences. Morris Publishing, 2009.

Juvonen, Jaana, Leah M Lessard, Ritika Rastogi, Hannah L Schacter, and Danielle Sayre Smith. “Promoting Social Inclusion in Educational Settings: Challenges and Opportunities.” Educational Psychologist 54, no. 4 (2019): 250–70.

Kalantzis, Mary, and Bill Cope. “Designs for Learning.” E-Learning and Digital Media 1, no. 1 (March 1, 2004): 38–93. https://doi.org/10.2304/elea.2004.1.1.7.

Khoshtaria, Tornike, Davit Datuashvili, and Arian Matin. “The Impact of Brand Equity Dimensions on University Reputation: An Empirical Study of Georgian Higher Education.” Journal of Marketing for Higher Education 30, no. 2 (2020): 239–55.

LeBlanc, C. Lorraine. Spiritual Paths & Crossroads.  Morrisville, North Carolina: Lulu Publishing, 2018.

Marlina, Emas, Windra Tasya Mahesa, Ade Rukmana Julianti, and Neneng Bernika Cahayati. “Multiplication and Division Learning Assistance Using the Fun Learning Method Assisted by Recycling Teaching Aids at Kober Bina Warga Mekarjaya.” Inaba of Community Services Journal 2, no. 1 (June 30, 2023): 36–42. https://doi.org/10.56956/inacos.v2i01.193.

Mercer-Mapstone, Lucy, Sam Lucie Dvorakova, Kelly E Matthews, Sophia Abbot, Breagh Cheng, Peter Felten, Kris Knorr, Elizabeth Marquis, Rafaella Shammas, and Kelly Swaim. “A Systematic Literature Review of Students as Partners in Higher Education.” International Journal for Students as Partners, 2017.

Motala, Shireen, and Kirti Menon. “In Search of the’new Normal’: Reflections on Teaching and Learning during Covid-19 in a South African University.” Southern African Review of Education with Education with Production 26, no. 1 (2020): 80–99.

Mpindo, Ernest, and Constance Mphojane. “Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools.” E-Journal of Humanities, Arts and Social Sciences 5, no. 3 (March 8, 2024): 247–56. https://doi.org/10.38159/ehass.2024538.

Ntaka, N. Basic Education in a Pandemic: The Pitfalls of Online Learning in an Already Unequal Society. . Daily Maverick: Corner Stone. , 2021.

O’Callaghan, Frances V, David L Neumann, Liz Jones, and Peter A Creed. “The Use of Lecture Recordings in Higher Education: A Review of Institutional, Student, and Lecturer Issues.” Education and Information Technologies 22, no. 1 (2017): 399–415.

O’Meara, KerryAnn, Courtney Jo Lennartz, Alexandra Kuvaeva, Audrey Jaeger, and Joya Misra. “Department Conditions and Practices Associated with Faculty Workload Satisfaction and Perceptions of Equity.” The Journal of Higher Education 90, no. 5 (2019): 744–72.

Page, Matthew J, Joanne E McKenzie, Patrick M Bossuyt, Isabelle Boutron, Tammy Hoffmann, Cynthia D Mulrow, Larissa Shamseer, and David Moher. “Mapping of Reporting Guidance for Systematic Reviews and Meta-Analyses Generated a Comprehensive Item Bank for Future Reporting Guidelines.” Journal of Clinical Epidemiology 118 (2020): 60–68.

Pardo, Abelardo, Jelena Jovanovic, Shane Dawson, Dragan Gašević, and Negin Mirriahi. “Using Learning Analytics to Scale the Provision of Personalised Feedback.” British Journal of Educational Technology 50, no. 1 (January 6, 2019): 128–38. https://doi.org/10.1111/bjet.12592.

Patterson, Fiona, Alec Knight, Jon Dowell, Sandra Nicholson, Fran Cousans, and Jennifer Cleland. “How Effective Are Selection Methods in Medical Education? A Systematic Review.” Medical Education 50, no. 1 (January 2016): 36–60. https://doi.org/10.1111/medu.12817.

Pham, Mai T, Andrijana Rajić, Judy D Greig, Jan M Sargeant, Andrew Papadopoulos, and Scott A McEwen. “A Scoping Review of Scoping Reviews: Advancing the Approach and Enhancing the Consistency.” Research Synthesis Methods 5, no. 4 (2014): 371–85.

Rosenberg, Morris. “1979Conceiving the Self.” New York: Basic, 1956.

Salawu, Abiodun. “A Political Economy of African Language Press: Towards a Management Typology.” Journal of Applied Journalism & Media Studies 4, no. 1 (January 1, 2015): 69–85. https://doi.org/10.1386/ajms.4.1.69_1.

Schardt, Connie, Martha B Adams, Thomas Owens, Sheri Keitz, and Paul Fontelo. “Utilization of the PICO Framework to Improve Searching PubMed for Clinical Questions.” BMC Medical Informatics and Decision Making 7, no. 1 (December 15, 2007): 16. https://doi.org/10.1186/1472-6947-7-16.

Sotiriadou, Popi, Danielle Logan, Amanda Daly, and Ross Guest. “The Role of Authentic Assessment to Preserve Academic Integrity and Promote Skill Development and Employability.” Studies in Higher Education 45, no. 11 (2020): 2132–48.

Stone, Cathy, Elizabeth Freeman, Janet E. Dyment, Tracey Muir, and Naomi Milthorpe. “Equal or Equitable?: The Role of Flexibility within Online Education.” Australian and International Journal of Rural Education, vol. 29, no. 2, Society for the Provision of Education in Rural Australia, pp. 26–40 (2019), https://search.informit.org/doi/10.3316/informit.639619709196818.

Sukmayadi, Dodi. “Empowering STEM Education: Navigating Challenges and Embracing Innovations.” International Journal of Research in STEM Education 5, no. 2 (November 12, 2023): 104–12. https://doi.org/10.33830/ijrse.v5i2.1630.

Theobald, Elli J, Mariah J Hill, Elisa Tran, Sweta Agrawal, E Nicole Arroyo, Shawn Behling, Nyasha Chambwe, Dianne Laboy Cintrón, Jacob D Cooper, and Gideon Dunster. “Active Learning Narrows Achievement Gaps for Underrepresented Students in Undergraduate Science, Technology, Engineering, and Math.” Proceedings of the National Academy of Sciences 117, no. 12 (2020): 6476–83.

Tinapay, Ariel O, Lorlaine Dacanay, Genelyn Gabut, and Rosemarly D Macario. “Student-Centered Quality Assurance in Higher Education: Promoting Trust and Transparency through Collaborative Approaches.” International Journal of Multidisciplinary Research and Publications 6, no. 9 (2024): 79–84.

Tsai, Yi-Shan, Carlo Perrotta, and Dragan Gašević. “Empowering Learners with Personalised Learning Approaches? Agency, Equity and Transparency in the Context of Learning Analytics.” Assessment & Evaluation in Higher Education 45, no. 4 (2019): 554–67.

Winkelmes, M.A. “ Empowering Faculty to Improve Students’ Learning through Collaborative Assessment.” Liberal Education, Association of American Colleges & Universities, 2013.

Winkelmes, Mary-Ann, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, and Kathryn Harriss Weavil. “A Teaching Intervention That Increases Underserved College Students’ Success.” Peer Review 18 (2016).

Winkelmes, Mary‐Ann, David E Copeland, Ed Jorgensen, Alison Sloat, Anna Smedley, Peter Pizor, Katharine Johnson, and Sharon Jalene. “Benefits (Some Unexpected) of Transparently Designed Assignments.” In The National Teaching & Learning Forum, 24:4–7, 2015.

Zawacki-Richter, Olaf, Victoria I. Marín, Melissa Bond, and Franziska Gouverneur. “Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators?” International Journal of Educational Technology in Higher Education 16, no. 1 (December 28, 2019): 39. https://doi.org/10.1186/s41239-019-0171-0.

Dr. Raymond Emekako is Senior Educational Developer and Manager: Teaching Enhancement in the Centre for Teaching & Learning at North-West University, South Africa, and a research member of the Optentia Research Entity. He holds a PhD from North-West University, along with an MBA and MEd, and has a background spanning education, information technology, and management. An active SoTL inquirer, he has led programmes, projects, and workshops, and delivered keynote guest lectures as well as several local and international conferences. His collaboration on Transparency in Learning and Teaching (TILT) extends across communities of practice on four continents. He is a member of SARIMA, HELTASA, IITPSA, and ISMN. His research and publications continue to focus on advancing student success and enhancing academic staff development in higher education.

Dr. Nisa Ayob is a Senior Lecturer at North-West University, specialising in Geographical Information Systems (GIS). With over seven years of teaching experience, she is dedicated to creating an engaging and supportive learning environment, passionately fostering a deep understanding of spatial analysis and its applications in her students. Dr. Ayob effectively integrates practical tools into her teaching, enabling students to analyse and interpret real-world geographic data. Her approach to teaching emphasises hands-on experience, encouraging students to explore the potential of GIS in addressing real-world challenges. Dr. Ayob is actively involved in the Scholarship of Teaching and Learning (SOTL) project, focusing on transparency in teaching and learning practices.

Prof Esiefarienrhe Bukohwo Michael holds a BSc (UNIBEN), MSc (ATBU), PhD (MAUT, Yola) degrees in Computer Science. He is an Oracle Certified Professional and a member of several professional bodies including IEEE, ACM, IITPSA, CPN. He is currently the Head of Department and Professor of Computer Science and information systems, North-West University, South Africa. He has published over 70 articles in peer reviewed journals and has presented several scholarly papers at conference both locally and internationally. His research interests span AI and Machine learning in Education, Computer-Based learning methodologies, Software Engineering, Computer Human Interaction, ICT infrastructures and Wireless Sensors Networks. He has graduated over 10 Doctoral, over 30 Masters, and over 80 Honours students in Computer Science and information systems.

Prof. Joshua Ebere Chukwuere is a Full Professor in Information Systems at North-West University (NWU), South Africa, and an NRF-rated researcher. He is an award-winning researcher in the areas of CultureTech, Emerging digital/technology (AI, IoT, Machine learning), social media, Smart city, e-health, Research methodology, Mobile/online banking, e-health, Smartphone, Cyberbullying, e-learning, and many more. He is an external examiner for many universities and a reviewer for several journals and conferences. Prof. Chukwuere has presented Webinars and is a convener of the International Conference on Emerging Technology and Interdisciplinary Sciences (ICETIS).

Miss Eunice Chesa is a dedicated lecturer in the School of Government Studies at North-West University (NWU), where she also serves as the Programme Leader for Public Administration and Local Government. She is currently pursuing a Doctor of Philosophy (PhD) in Social Sciences, specializing in Public Management and Governance. Miss Chesa is deeply committed to the advancement of public sector governance, with a strong interest in areas such as service delivery, integrated development planning, ethical leadership, monitoring and evaluation and legislative oversight.  Her academic journey is complemented by her active involvement in professional development platforms, most notably her role as the Interim Chairperson of the North-West Chapter of the South African Association of Public Administration and Management (SAAPAM).

Dr. Mary-Ann Winkelmes is the Founder and Director of the Transparency in Learning and Teaching in Higher Education (TILT Higher Ed) project, a global initiative promoting evidence-based teaching and learning practices across six continents. She holds a PhD in history from Harvard University and has published widely, including the book Transparent Design in Higher Education Teaching and Leadership. Her contributions to improving learning, especially for underserved students, have been recognized with the POD Network’s Robert J. Menges Award for Outstanding Research in Educational Development. Dr. Winkelmes has delivered keynotes and workshops worldwide and held senior leadership roles at Harvard, the University of Chicago, the University of Illinois, the University of Nevada Las Vegas, and Brandeis University. Her research focuses on equity, transparency, and student success in higher education.

Emekako, Raymond, Nisa Ayob, Bukohwo Michael Esiefarienrhe, Joshua Ebere Chukwuere, Eunice Chesa, and Mary-Ann Winkelmes. “Transparent Design Approaches to Enable Equitable Student Gains and Success in Higher Education: A Scoping Review.” Journal of Education and Learning Technology  6, no. 9 (2025): 746 – 770. https://doi.org/10.38159/jelt.2025694.