Vol. 17 No. 3 (2024)

TLIC Papers

• Collaborative Learning of Macroeconomics Through the Lens of Universal Design for Learning (UDL)

  Subhadra Ganguli

  pp. 4-12

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• Reframing Teacher Education Through International Collaboration Exploring Project-Based Learning in Diverse Contexts

  Christoph Knoblauch

  pp. 13-21

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• Analyzing Identity Storytelling for On-site Learning in Museums A Comparative Study of 3 City Museums with an Identity Education Framework

  Zhichao Lei

  pp. 22-45

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• Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

  Pamela D. McCray, Norman St. Clair

  pp. 46-57

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• Certainty-Based Self-Assessment in Higher Education A Strategy for All?

  Ana Remesal, Patricio García-Mínguez, Judit Domínguez, María José Corral

  pp. 58-67

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• Fostering Diversity and Inclusion in Medicine: Collaborating with Extended Reality and Medical Simulation in the Metaverse

  Fernando Salvetti, Roxane Gardner, Jenny Rudolph, Rebecca Minehart, Barbara Bertagni, Ianna Contardo

  pp. 68-77

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• Fostering Inclusive Recruitment Interviews with Intelligent Digital Humans A Diversity and Inclusion Training Initiative

  Fernando Salvetti, Barbara Bertagni, Ianna Contardo

  pp. 78-84

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• Research Work for Students: Its Peculiarities at Ukrainian Higher Education Institutions in the Conditions of Martial Law

  Bohdan Shunevych

  pp. 85-93

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• What Drives Student Engagement? A Community Engagement Framework for Online Education

  Roxana Toma, Matthew Berge

  pp. 94-107

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• The Coherence between Innovative Teaching Methods and Formative Assessment in Higher Education

  Vilmos Vass

  pp. 108-116

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