Vol. 6 No. 1 (2023): Journal of Applied Learning & Teaching
https://doi.org/10.37074/jalt.2023.6.1
Journal of Applied Learning & Teaching

Vol. 6 No. 1 (2023)

Published January 2, 2023
Full Issue
JALT 2023 (1)

Editorial

Jürgen Rudolph, Shannon Tan, Tania Aspland
7-15
JALT Editorial 6(1): Fully automated luxury communism or Turing trap? Graduate employability in the generative AI age
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Commentary

Anna Mills, Maha Bali, Lance Eaton
16-30
How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process
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Research Articles

Miriam Sullivan, Andrew Kelly, Paul McLaughlan
31-40
ChatGPT in higher education: Considerations for academic integrity and student learning
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Tareq Rasul, Sumesh Nair, Diane Kalendra, Mulyadi Robin, Fernando de Oliveira Santini, Wagner Junior Ladeira, Mingwei Sun, Ingrid Day, Raouf Ahmad Rather, Liz Heathcote
41-56
The role of ChatGPT in higher education: Benefits, challenges, and future research directions
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Mehmet Firat
57-63
What ChatGPT means for universities: Perceptions of scholars and students
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Pongsakorn Limna, Tanpat Kraiwanit, Kris Jangjarat, Prapasiri Klayklung, Piyawatjana Chocksathaporn
64-74
The use of ChatGPT in the digital era: Perspectives on chatbot implementation
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Abdolvahab Khademi
75-80
Can ChatGPT and Bard generate aligned assessment items? A reliability analysis against human performance
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Elin Bommenel, Richard Ek, Stuart Reid
81-92
Using teaching and learning regimes in the international classroom to encourage student re-subjectification
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Anne Hardy, Yue Ma, Alberte Toettenborg, Louisa Mccaughan, Rachel Perkins, Line Lindgaard Andersen, Can Seng Ooi
93-102
The role of online tourism education and its impact on student wellbeing during a ‘COVID-pause’
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James Trotter, Faiza Qureshi
103-111
Student perspectives of hybrid delivery in a transnational education context during Covid-19
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Rick Millican, Sian Templeton, Jennifer L. Hill
112-124
Exploring the impact of disruption on university staff resilience using the dynamic interactive model of resilience
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Teck Choon Teo
125-135
Understanding the Uzbekistani higher education context through the lens of reorientation
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Christy Chung , Elaine Chapman
136-150
Intent to transfer learning amongst adult learners with differential learning orientations
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Caleb Chin Poh Or
151-163
Towards an integrated model: Task-Technology fit in Unified Theory of Acceptance and Use of Technology 2 in education contexts
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Esra Ergül Sönmez, Hasan Çakır
164-179
A study on enhancing writing motivation using collaborative technologies
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Abdul Bari Khan, Joseph Ramanair , Souba Rethinasamy
180-197
Perceptions of Pakistani undergraduates and teachers of collaborative learning approaches in learning English
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M P Shabitha, S Mekala
198-208
Impact of integrated writing tasks on thinking and writing skills of Indian ESL learners
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Mariam Shah, David Santandreu Calonge
209-221
Refugees’ experiences with online higher education: Impact and implications through the pandemic
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Sinfree Gono, Ailson J. de Moraes
222-233
Student appraisals of collaborative team teaching: A quest for student engagement
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Caroline Alordiah, Florence Omumu, Kaizar Victoria Omenebele
234-243
Investigating why students in Nigeria perceive education as a scam
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Valentine Joseph Owan, Mercy Valentine Owan, Joseph Odey Ogabor
244-258
Sitting arrangement and malpractice behaviours among higher education test-takers: On educational assessment in Nigeria
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Barry Hill, Julie Derbyshire , Helen Merlane
259-266
Exploring undergraduate experiences: A hermeneutic phenomenological study of academic internships in nursing, midwifery, and health at a northeast higher education institution in the UK
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Allison Ermol
267-272
The effects of the SNAPPS model on clinical learning experiences for Physician Assistant students
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Special Section

Patricia Lorenz, Guan Yuanyuan
273-288
Engaging students in cross-disciplinary module design: a case study on the co-creation of a sustainaibility module in Singapore
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Anke Strauß
289-295
Narrating future(s) with others: teaching strategic sustainability management in a relational key
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Margarita Kefalaki
296-305
Education for sustainable development (ESD) in the Greek education system
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Kaewta Muangasame, Methawee Wongkit
306-313
Ecopedagogy as an educational approach for vulnerable rural communities
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Eunice Tan , Leena Wanganoo, Mahima Mathur
314-323
Generation Z, sustainability orientation and higher education implications: An ecopedagogical conceptual framework
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Interview Section

Stephen Preskill, Jürgen Rudolph, Shannon Tan
324-336
Learning leadership personified. An interview with Professor Stephen Preskill
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Ed-tech Reviews

Eileen Therese Grafton, Rob Burton, Gary Grant, Daniel Della-Bosca, Robert Ditcham, Louise Humphreys
337-341
Development and operationalisation of a mixed reality interactive virtual patient application for online nursing Objective Structured Clinical Examinations
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Jürgen Rudolph, Samson Tan, Shannon Tan
342-363
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
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Jürgen Rudolph, Shannon Tan, Samson Tan
364-389
War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education
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Brief Articles

Md Doulotuzzaman Xames, Jannatul Shefa
390-395
ChatGPT for research and publication: Opportunities and challenges
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Book Reviews

Anna Mihaylov
396-399
Book review. Seal, M. (Ed.) (2021). Hopeful Pedagogies in Higher Education. Bloomsbury.
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Michael J.D. Sutton
400-404
Book review. Seelow, D. (2023). Games as transformative experiences for critical thinking, cultural awareness, and deep learning: Strategies & resources. CRC Press.
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Michael J.D. Sutton
405-408
Book review. Dey, S. (2022). Green academia: Towards eco-friendly education systems. Routledge India.
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Jürgen Rudolph
409-413
Book review. Preskill, S. (2021). Education in black and white. Myles Horton and the Highlander Center’s vision for social justice. University of California Press.
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