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 |
| 1681 | Case study | Enhancing occupational therapy theory comprehension through peer learning: an action research case study Peer learning fosters active engagement, allowing knowledge to be socially constructed through collaborative interaction. This case study explores the effect of a peer-led workshop on first-year (level 4) occupational therapy apprentices’ understanding of theoretical models, specifically the Person, Environment and Occupational Performance (PEOP, Baum et al, 2015) model. Using an action research approach with a pre- and post-intervention group design, fourteen students completed a Likert-scale questionnaire following a core seminar and repeated it after a voluntary peer learning workshop. Findings revealed a marked shift from neutral or moderate agreement towards strong agreement in understanding and confidence, though the data collection method lacked clarity on whether it measured knowledge acquisition or perceived confidence. The study identifies potential benefits of peer learning in developing professional skills, aligning with occupational therapy’s educational standards, while highlighting methodological refinements for future iterations, including the integration of formal assessment and qualitative feedback. The outcomes have informed teaching practice and module design underscoring the potential for peer learning to support both academic and employability outcomes in higher education. | Amy Sampson: A.Sampson@greenwich.ac.uk |
| 1768 | Paper | Bridging the gap: motivations, challenges and early attainment among widening participation students in higher education Despite increasing access to higher education (HE) for students from widening participation (WP) backgrounds, disparities in retention, attainment and student experience persist. This study explores the differences in motivations, perceived barriers, and support structures for WP and non-WP students, and examines whether early attainment gaps are present. A sample of 293 undergraduate students at a UK university completed an online survey exploring their motivations, perceived barriers, and sources of support when applying to university. As part of the survey, students were able to self-identify with any WP criteria they felt applied to them. Findings revealed WP students were significantly more likely to identify financial concerns and sense of belonging as barriers, were more motivated by future earning potential, and were less likely to report family support compared to non-WP peers. Further analysis showed students from low-income backgrounds and underrepresented ethnic groups were particularly affected by these barriers. Importantly, no significant early attainment gaps were found across different assessment types for any WP students, suggesting that disparities in attainment may emerge later during university study rather than at entry. The study highlights the need for HE institutions to support students’ financial concerns either directly or indirectly and foster a more inclusive sense of belonging. These findings underscore the importance of tailored, sustained support to ensure equitable outcomes for all students. | Craig Morley: C.Morley@mmu.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