Aims and Scope
AJSoTL is an international, peer reviewed, open-access, online journal that is published twice a year, in May/June and November/December. The journal values its location in Asia and aims to develop Asian perspectives on the scholarship of teaching and learning (SoTL). Consequently, AJSoTL seeks to promote SoTL in and beyond classrooms located in Asia so as to develop practice in the service of improved student learning outcomes in the varied contexts in Asia, though it also welcomes comparative work with non-Asian locations.
The journal invites rigorous, scholarly investigation of topics related to all aspects of teaching and learning, including evidence-based contributions relevant to designing effective learning environments, the educational affordances of technology, and scholarly approaches to high-quality assessment and feedback, curriculum design, and other relevant practices.
We also welcome critical reflections on SoTL itself, how SoTL is practised in Asia, and the meaning of “Asia(n)”. By using the term “Asia(n)” we do not mean to essentialise; rather, we seek to encourage scholarly dialogue and inquiry cognisant of teaching and learning challenges and opportunities that may be present in Asia and elsewhere. Contributions are therefore welcome to problematise and query notions of “Asia,” “Asian practices”, and “Asian-ness,” in particular the degree to which the “centre” and the “margin” can inform and engage each another.
Categories of Articles
AJSoTL welcomes articles covering all aspects of pedagogy. Contributions can include any of the following categories:
- Research or Original Articles
- Reflection Pieces (or Commentaries)
- Review Papers
- From the Desk of…
Manuscripts submitted to AJSoTL should be original and not have been concurrently submitted to other publications. Authors should also make appropriate citations and acknowledgements using guidelines recommended by the journal. Wherever necessary, authors must ensure that ethical requirements have been approved by their respective institutions.
Since 2014, Vol 4 (2), this work is licensed under a Creative Commons Attribution-Non Commercial-No Derivatives.
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