Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submissions to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of one of the submissions, please email the designated editorial contact below.
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service. Why not try something new today?
| No. | Type | Title and abstract | Editorial contact |
| 1785 | Paper | Access to assessment feedback through learning management systems: a case study of open and distributed learning in South African higher education This qualitative case study explored student experiences of accessing assessment feedback through learning management systems (LMS) in the context of open and distributed learning at a South African higher education institution. Drawing on Vygotsky’s Zone of Proximal Development theory and Hattie and Timperley’s feedback model, this study examined how ten undergraduate students navigate, interpret, and utilise digital assessment feedback. Data were collected through semi-structured interviews and analysed using thematic analysis. Findings revealed three main themes: technological barriers to feedback access, varying levels of feedback comprehension, and differential impacts on learning progression. The study highlights significant challenges in the digital divide, technical literacy gaps, and the need for more scaffolded feedback delivery mechanisms. Implications for practice include recommendations for enhanced LMS design, improved digital literacy support, and more contextually responsive feedback frameworks in South African higher education contexts. | Laura Dyer: L.V.Dyer@leeds.ac.uk |
| 1756 | Paper | A literature review on racial pedagogies: the teaching, learning and assessment of race, racism, and anti-racism in higher education A literature review was conducted systematically to gather research on the epistemology, teaching, learning and assessment of race, racism and anti-racism in higher education (known as racial pedagogies). Knowledge was grounded in higher education literature and drawn from the USA and included the UK, Australia, and Canada. Findings indicate that higher education needs to engage deeper with the epistemological and pragmatic underpinnings to explicate the theoretical, political, and social positioning that are taken in any given racial pedagogy. Utilising both social constructivism and Critical Race Theory epistemological approaches to underpin racial pedagogies, seem appropriate given the social construction of race and the plurality and criticality of teaching racial pedagogies. A curriculum covering racial pedagogies to be effective, needs to include multiple and broad knowledges spanning interpersonal, institutional, and structural racism; race models; historical and colonial contexts; understanding and defining race; current racial social-political-economic contexts and disparities; whiteness studies; and teaching anti-racism. Teaching and learning strategies need to be underpinned by critical education that involves internal change through transformative learning, and fosters critical consciousness. Students need to be actively engaged with varied teaching strategies situated in the real world. Sensitive approaches to teaching and clear purpose of assessment provided by knowledgeable and competent educators are essential. | Laura Barnett: l.barnett@surrey.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
We look forward to hearing from you!
With warm wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education