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.
HLRC IS LOOKING FOR MANUSCRIPTS RELATED TO THE COVID-19 IMPACT ON HIGHER EDUCATION.
Colleges and universities around the world have closed campus classrooms as the coronavirus has spread. In order to adapt to this new situation, higher education institutions have migrated to entirely online classes.
But this raises questions:
- Are institutions prepared to switch all of their classes online?
- How has the learning process changed for students and the teaching process for professors?
- What has higher education learned from this experience?
The HLRC journal, indexed in Scopus, requests papers, which include editorials, research articles, research briefs, critical literature reviews, and essays, that contribute to a better understanding of how the COVID-19 pandemic has impacted higher education. Given that COVID-19 continues to impact higher education and is expected to do so over the upcoming year, we are extending our submission deadline to December 31, 2020, in order to provide timely information. The Special Issue will be published in 2021, but the HLRC publishes upon acceptance, and your manuscript will appear in published form once it completes the editorial process.
Please see the HLRC Guidelines for Authors for submission information.
Quality of Online Learning Participation in a Context of Crisis (Journal Pre-Proof)
Jorge Chávez, Rosa Barrera, Rosa Montaño, Jaime Sánchez, and Jaime Fauré
Audio - Article Summaries Volume 10, Issue 2 (English)
Gary J. Burkholder and Erwin Krauskopf
Evidence of Scientific Literacy Through Hybrid and Online Biology Inquiry-Based Learning Activities (Journal Pre-Proof)
Caio Cotta Natale, Paula Seixas Mello, Silvia Luzia Frateschi Trivelato, Patricia Marzin-Janvier, and Daniel Manzoni-de-Almeida
Challenges of Using a Blended Learning Approach: A Flipped Classroom in an English Teacher Education Program in Mexico
Edgar Emmanuell Garcia-Ponce and Irasema Mora-Pablo
Development and Validation of a Global Competency Framework for Preparing New Graduates for Early Career Professional Roles
Mark Strong, Gary J. Burkholder, Emily Solberg, Amy Stellmack, William Presson, and Jean-Bernard Seitz
Quality Assurance of Higher Education Governance and Management: An Exploration of the Minimum Imperative for the Envisioned African Common Higher Education Space
Lazarus Nabaho, Wilberforce Turyasingura, Alfred Kenneth Kiiza, Felix Andama, and Adrian Beinebyabo
Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students
Rebecca D. Brown, Rachel Louise Geesa, and Kat R. McConnell