New Directions for Teaching and Learning

Aims & Scope

New Directions for Teaching and Learning (NDTL) continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

NDTL reflects the view that teaching deserves respect as a high form of scholarship.

We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching.

Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social context in which these issues arise.

Authors deal on the one hand with theory and research and on the other with practice, and they translate from research and theory to practice and back again.

Metrics & Ranking

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Problem‐based learning in medicine and beyond: A brief overview

  Citation: 759

  Authors: Howard S.

• The essential elements of team‐based learning

  Citation: 458

  Authors: Larry K., Michael

• Introduction to faculty learning communities

  Citation: 266

  Authors: Milton D.

• Understanding self‐regulated learning

  Citation: 215

  Authors: Paul R.

• Teaching for Critical Thinking: Helping College Students Develop the Skills and Dispositions of a Critical Thinker

  Citation: 210

  Authors: Diane F.

• Self‐regulation and learning strategies

  Citation: 175

  Authors: Claire Ellen, Taylor W., JaeHak

• Team‐based learning

  Citation: 174

  Authors: Larry K., Michael

• Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction

  Citation: 165

  Authors: Richard E.

• What Is Student Engagement?

  Citation: 162

  Authors: James E.

• Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education

  Citation: 155

  Authors: Arthur W., Zelda F.