IIER 28(3) contains 16 articles, a new record for the number of articles in an issue, though only slightly larger than 28(2) with 15 articles, and 28(1) with 13 articles. A more substantial record is looming for the number of submissions to IIER, which is 278 for January to end of July 2018, with our estimate for the 2018 total now 480, compared with 306 in 2017 and 196 in 2016. To date in 2018, 79% of submissions have been declined after reading by IIER editorial staff, whilst 21% have been advanced into our external review process. On 24 April 2018 we finalised our processing of the 306 submissions recorded for 2017, resulting in an acceptance rate 21.2%, compared with 24.0% in 2016.

Welcome to IIER's first issue for 2017! With publication date 15 January, IIER 27(1) marks our earliest ever start to a new year. Previously our earliest starts were for 20(1) on 15 February 2010 and 22(1) on 27 February 2012. The early start to 2017 reflects the expansion in 2016, when IIER received 195 submissions, compared with 124 in 2015. In 2016 IIER published 40 articles, compared with 31 in 2015. For 2017 we do not have a precise target, though depending on review process outcomes and the recent expansion of our editorial team it may turn out to be larger then 40. After some brief impressions about the 11 articles in 27(1), this Editorial introduces our expanded editorial team...

This paper outlines the model of blended learning which has evolved in a large enrolment undergraduate subject offered across multiple campuses. The pedagogical rationale, management and administrative imperatives, and student expectations which have informed the development of the model are discussed. The current design uses weekly online selfdirected learning activities supported by an online tutor, maintains weekly face-to-face lectures which are positively evaluated by students and well attended throughout the semester, and has reduced the number and changed the function of face-to-face tutorials. Student and teaching staff evaluations of the current blended learning model are included along with challenges for ongoing development.

Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

The Teaching and Learning Forum series of annual conferences has been conducted since 1992 by the five universities in Perth, Western Australia, namely Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 22 years of TL Forums [1], it is timely to present this Special issue of Issues in Educational Research, for which the broad purpose is to advance fine examples of the TL Forum's activities, selected from one of its categories, namely full papers accepted via a peer review process. From TL Forum 2013's full papers, a further development process and an Editorial Subcommittee selection process has led to the articles presented in this Special issue. The Editorial Subcommittee commends the thirteen Special issue articles as an illustrative sample of TL Forum's contribution to the scholarship of teaching and learning [2], its grounding in practice-based or practitioner research [3], its diversity, collegiality and motivations, and its positioning as a link between the perspectives of 'professional development' and 'research'.