Worcester Journal of Learning & Teaching

Worcester Journal of Learning & Teaching

Worcester Journal of Learning & Teaching (ISSN 2024-8032)

Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the Academic Development and Practice Unit at the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.  

Issue 10 - July 2015

Issue 9 - July 2014

PDF Booklet version


Students as Academic Partners Articles

Using Camtasia to Create Video Tutorials: Joanne Kuzma and Nicholas Williams

Time to Shine: Improving the Student Experience in the Institute of Education: Chrissie Aveyard and Kay Bushnell

Academic Articles/Project Reports

An Action Research Study Engaging in the Use of Storyboarding as Research Based Approach to Teaching to Identify Issues Faced when Working with People with Dementia from Minority Ethnic Communities: Karan Jutlla and Sue Lillyman

An Evaluation of the Use of Blended Learning Strategies to Develop and Enhance Students’ Knowledge of Primary Science: Vivian Cooke

Affect-Based Effects of Simulation Games on Learning: Mark Loon

How do International Trainee Teachers and Mentors Respond to Cross-Cultural Mentoring Relationships? Isabelle Schäfer

‘Flipping’ Academic Reading: Helen Corke, Sally Smith and Nick Breeze

An Investigation into the Use of Computer-based Simulation Games for Learning and Teaching in Business Management Courses: Mark Loon

The Use of Estrangement Autoethnography in Higher Education Teaching: John Keenan and Adrienne Evans

Personal Reflections

Introducing Worcester Weeks 2013 – 14: A personal reflection based on my experience in the Institute of Humanities and Creative Arts: Alison Reeves

The Use of a Computer-Based Simulation Game (CSG) for Learning and Teaching: Mark Loon

Appreciative Inquiry – A Research Tool for Institutional Change: Will Bowen-Jones, Val Chapman and Nick Breeze

Issue 8 - July 2013


Academic Articles and Reports

Institute of Sports and Exercise Science students' perception of library resources and their availbility: Carly Sharples and Nick Breeze 

Using USB devices for online document storage in Worcester Business School: Joanne Kuzma, Christina Langfield, and Peter Moody 

Laying down foundations for an international student journey: a Students as Academic Partners Project report: Augusta Amaechi, Clare Bennett, Kafilatu Ganyu, Irene Kayit, Sue Lillyman, Jennifer Okeke and Thea Paciente

Academic plate spinning: Mark Richardson, Carl Evans and Gbolahan Gbadamosi


Electives: what are they and why do we need them?  A personal view on the introduction of elective modules as part of Curriculum 13: Heather Barrett

A familiar story or a cause for reflection?: Maggie Andrews

Curriculum 2013: two subject leaders reflect on the process: Mehreen Mirza and Barbara Mitra



Issue 7 - July 2012

Issue 6 - July 2011

Issue 5 - January 2011

Issue 4 - July 2010

Issue 3 - December 2009

Issue 2 - Special Conference Edition July 2009

Editorial: John Colvin

Extended Abstracts from the Supporting Student Learning Conference, June 2009

Issue 1 - May 2009

The aims of WJLT are:

  • To encourage and support a culture of undertaking and publishing L&T research within the University;
  • To establish a community of practice amongst L&T researchers within the University;
  • To showcase our L&T research internationally, nationally and within the University;
  • To positively impact upon the learning experience of our students.

Types of Contribution:
The Journals includes different types of contribution:

  • Academic articles (3000-4000 words) offer the opportunity for researchers to publish the results of Learning and Teaching related research  
  • Project Reports (1000 - 2000 words) offer the opportunity for project teams to report on the progress and outcomes of Learning and Teaching related research projects
  • Personal Perspectives (1000 – 1500 words) offer the opportunity for authors to review and express opinions on any aspect of Learning and Teaching 
  • Students as Academic Partners (500-1000 words) offer the opportunity for students to report on research projects related to Learning and Teaching. 

Notes for Authors:
Authors should read Notes for Authors before submitting contributions for review.

Dr Barbara Mitra 
Dr Mehreen Mirza

Editorial Assistant
Esther Floisand

Editorial Board:
Professor Geoffrey Elliott 
Professor Derek Peters
Dr Colin Price
Dr Marie Stowell


Please contact the joint editors: Dr Barbara Mitra (b.mitra@worc.ac.uk) or Dr Mehreen Mirza (m.mirza@worc.ac.uk