Scholarship of Teaching and Learning in the South

Scholarship of Teaching and Learning in the South (SOTL) in the South is an online open source and peer-reviewed journal dedicated to fostering dialogue and research on teaching and learning in higher education in the global South, or about the global South.

SOTL in the South: REMINDER - deadline for submissions 1 February 2021

2021-01-19

Call for papers for Issue 5(2), publication September 2021.

Submission deadline: 1 February 2021.

Issue editors: Kooi Cheng Lee (NUS) & Meegan Hall (VUW).

Journal aim and scope

Instructions for authors

Open access: submit online

We look forward to your southerly SOTL contributions!

Kind regards,
Milton Milaras

Managing Editor: SOTL in the South Journal
E-mail: sotl.south.journal@gmail.com
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Vol 4 No 2 (2020): SOTL in the South

Published: 2020-09-29

Good teaching practices: Re-examining curricula, materials, activities, assessments

KC Lee; Jenny Scoles

1-5

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SoTL: A mechanism for understanding and finding solutions to teaching and learning challenges

Jo-Anne Vorster

6-21

PDF

Seeking relevancy and transformation: The journey of valuing agency at a South African film school

Jenni Lynne Underhill

22-34

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The effect of socio-scientific issue (SSI) based discussion: A student-centred approach to the teaching of argumentation

Nahid Parween Anwar, Muhammad Abid Ali

35-62

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Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda

Hellen Kyakuwaire, Agnes Kirikumwino, Juliet Nabossa, Grace Ann Edwards

63-79

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Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan

Azra Naseem, Kiran Qasim Ali, Audrey Juma, Afroz Sajwani, Basnama Ayaz Khan, Saleem Sayani, Syed Sibte Raza Abidi

80-99

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Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan

Aisha Sanober Chachar, Sana Asif Siddiqui, Humera Saeed, Azra Naseem, Ayesha I Mian

100-117

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Flipped classroom: An investigation into learner engagement during non-face-to-face components

KC Lee, Happy Goh, Jessie Teng, Kah Wei Wong

118-137

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Students’ experiences and perceptions of online collaborative learning in two Kenyan universities

Caroline Kiarie, Benjamin Muindi

138-159

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Influence of attitudes to social media use in professional learning on students’ online journalism self-efficacy beliefs

Joseph Njuguna, Hellen K Mberia, Margaret Jjuuko

160-179

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Encountering the cosmos; negotiating conflicting worlds through learning and engagement

Zahra Hussain

180-196

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The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia

Dennis Banda, Mulenga Kapwepwe

197-217

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We are Appalachian Christians: Wait, can we say that?

Melissa Comer, Kathy Brashears

218-227

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From isolation to cross-cultural collaboration: My international PhD journey as tauiwi

Amrit Melissa Dencer-Brown

228-234

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Book review: Decolonization and Feminisms in Global Teaching and Learning, edited by Sara de Jong, Rosalba Icaza, and Olivia U. Rutazibwa

Joséphine Foucher

235-238

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Book review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien

Bridget Horner

239-243

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Book Review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien

Nan Catherine O'Sullivan, David Hakaraia

244-247

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