Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submission to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of the submission, 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—so why not try something new today!
| No. | Type | Title and abstract | Editorial contact |
| 1579 | Paper | A critical reflection on the use of online discussion boards as a teaching and learning methodology Information and communication technology is now a fundamental component in the delivery of teaching and the facilitation of student-focused learning. Online discussion boards (ODBs) are utilised in higher education to allow a collaborative exchange of views and opinions amongst learners. This brief commentary reflects on first-hand experiences of ODBs within the postgraduate context. It can be argued that the success of ODBs is reliant on self-directed learners who are motivated and willing to contribute to the group conversation regularly. Studies suggest, learners who actively engage with ODBs activate cognitive processes which result in a stronger course performance and enhanced learning outcomes. However, the quality of ODB interactions is also reliant on assertive facilitators who encourage reflection by adopting a motivational teaching presence. To initiate deeper collaborative learning, facilitators could combine ODBs with face-to-face sessions or create a buddy system which provides a social presence alongside electronic learning. Greater understanding of ODBs as a teaching and learning methodology in the postgraduate context will enable the creation of collaborative learning spaces. | Paula Villegas Verdu pvv1@st-andrews.ac.uk |
| 1600 | Paper | Bridging worlds: an auto-ethnographic study of academic skills, cultural exchange, and integration in UK higher education This paper explores an auto-ethnographic study of an Academic Skills Adviser and an international postgraduate student at a university in the northwest of England. We explore through our account of a journey of bridging worlds on academic skills, cultural exchange, and integration in UK higher education. This paper focuses on the unique position Academic Skills Advisers can play in not only improving student attainment and retention but in their key inadvertent role of helping students to integrate into the academic and wider community, particularly for international students. We do, however, explore the distinct challenges Academic Skills Advisers and international students face when it comes to cultural exchange in an academic environment. Finally, we finish with recommendations for how as an academic community we can support international students. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.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.
Thank you, and 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