HLRC is an open-access journal with an international focus published by Walden University. It is indexed in Scopus and is listed in other indexes and abstracting services. Its aim is to disseminate both high-quality research and teaching best practices in tertiary education across cultures and disciplines. HLRC connects the ways research and best practice contribute to the public good and impact the communities that educators serve. ISSN 2157-6254 (Online)Higher Learning Research Communications.
Recent Content
How the “lessons learned” from emergency remote teaching can enrich European higher education in the post-COVID-19 era
Dimitrios Vlachopoulos
COVID-19 and the Transition to Online Learning in the Basic Course: Examining Effects on Student Learning
Jeffrey H. Kuznekoff and Stevie M. Munz
A WINning Approach: Teaching Science Communication Skills through Small-Group Workshops
Serena B. Gumusoglu, Maria Noterman Soulinthavong, and Jennifer Barr
Analyzing Impact of Aesthetic Visual Design on Usability of E-Learning: An Emerging Economy Perspective
Akanksha Ghai and Urvashi Tandon
“I Did Not Sign Up For This”: Student Experiences of the Rapid Shift from In-person to Emergency Virtual Remote Learning During the COVID Pandemic
Jeff Kuntz and Viola Manokore
Audio - Article Summaries Volume 12, Issue 1 (Spanish)
Erwin Krauskopf and Gary J. Burkholder
Audio - Article Summaries Volume 12, Issue 1 (English)
Gary J. Burkholder and Erwin Krauskopf
Global Issues Spanning Higher Education
Gary J. Burkholder and Erwin Krauskopf
Faculty Making the Emergency Online Transition During the COVID-19 Pandemic: Effects of Prior Online Teaching Experience and Strategies Used to Learn to Teach Online (Special Edition 2022)
Edward Hebert, Ralph Wood, Kwonchan Jeon, and Ismatara Reena
Student Engagement and Learning Approaches during COVID-19: The Role of Study Resources, Burnout Risk, and Student Leader–Member Exchange as Psychological Conditions
Melissa Reynell van der Ross, Chantal Olckers, and Pieter Schaap
Reasons Faculty Teach, or Do Not Teach, Service-Learning Courses in a Pandemic: The Role of Faculty Investment and Clues for the Future of Service-Learning
Melissa C. Garvin and Emily Acosta Lewis
