Vol. 5 No. 2 (2022): Journal of Applied Learning & Teaching

View Vol. 5 No. 2 (2022): Journal of Applied Learning & Teaching

DOI: https://doi.org/10.37074/jalt.2022.5.2

Published: 2022-07-18

Full Issue

JALT 2022 (2)

Editorial

Editorial 5(2): Avoiding Faustian pacts: beyond despair, impostorship, and conceit

Jürgen Rudolph, Shannon Tan, Tania Aspland

06-13
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Commentary

Is conducting interpretive studies within mixed methods research projects justified? Methinks not

Tom O’Donoghue

14-19
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Research Articles

Distance teaching in media departments in times of the COVID-19 pandemic. Experiences from six Arab countries

Inas Abou Youssef , Carola Richter

20-30
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Lessons learned from implementing a virtual flipped classroom during COVID-19: An autoethnography

Ishaq Al-Naabi

31-41
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A reflection on evolving student support in a post-pandemic higher education environment

Kate Collins, Gerard Dooley, Orna O’Brien

42-50
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What's better than the asynchronous discussion post?

Pauline Sameshima, Tashya Orasi

51-61
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Lecturers’ perceptions of flipped learning in higher education: A case study on flipped classroom implementation in Singapore Polytechnic

Caleb Or, Helene Leong, Xin Hui Ng

62-71
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The role of psychological safety in online tourism and hospitality learning

Kijung Choi , Marcela Fang

72-83
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Do knowledge management systems motivate and satisfy the academic staff in higher education Institutions?

Pham Ngoc Duong, Dang Trung Kien, Bui Thanh Khoa

84-94
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“School is not for me”: Young people’s perceptions of being a self-directed learner in a small rural Tasmanian town

Merete Schmidt, Can-Seng Ooi, Becky Shelley

95-105
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Investigating Syrian refugees’ education in Jordan: From policies to pedagogy

Naima Al-husban

106-115
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Discharge of pedagogic duties: a bootstrapped structural equation modelling of teachers’ use of research materials in school libraries

Valentine Joseph Owan, Mercy Valentine Owan, Neha Lata

116-131
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Teaching methods that influence Grade 12 students’ mathematics results in Port Moresby, Papua New Guinea

Jerome Oko

132-142
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Special Section

Preface to the special section

Tania Aspland, Vanessa Stafford

143-144
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Teacher presence through the lens of kindness

Tania Aspland, Jillian Fox

145-151
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‘Heartware’ for the Compassionate Teacher: Humanizing the academy through mindsight, attentive love, and storytelling

Eunice Tan

152-159
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Successful collaboration in online learning through skills and community building: a women in leadership MBA subject case study

Vanessa Stafford

160-168
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Kindness as Ethics-in-Practice in the business curriculum

Rita Day, Susan R. Robinson

169-174
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Making assessment feedback effective in higher education: A review of literature

Indika Karunanayake

175-180
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Ed-tech Reviews

Using Google Jamboard in teacher training and student learning contexts

Vanessa Stafford

181-185
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Brief Articles

Experiential learning exercise: Designing a pirate community using the cultural web

Justin O’Brien, William Lanham-New, Chris Mahon, Erivan White

186-190
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Designing for inclusive and engaged communities

William Siew, Bina Rai, Brian R. Stone, Dean Ho

191-196
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Book Reviews

Book Review. Bennet, D., Bennet, A., & Turner, R. (2022). Unleashing the human mind. A consilience approach to managing self. MQI Press.

Arthur Shelley

197-198
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Book Review. Oakley, B., Rogowsky, B., & Sejnowski, T. J. (2021). Uncommon sense teaching: Practical insights in brain science to help students learn. Penguin.

Fadhil Ismail

199-200
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Book Review. Hernandez, K.-A. C., Chang, H., & Bilgen, W. A. (2022). Transformative autoethnography for practitioners – change processes and practices for individuals and groups. Stylus.

Vanessa Stafford

201-204
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Book Review. Yako L. (2021). Bullets in envelopes: Iraqi academics in exile. Pluto Press.

Begüm Burak

205-206
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