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—so why not try something new today!
| No. | Type | Title and abstract | Editorial contact |
| 1501 | Opinion piece | Constructive disalignment: why it is time for a fundamental shift in how universities design their curricula University educators need to critically re-examine the constructive alignment model to combat a phenomenon we call ‘constructive disalignment’. This phenomenon is contributing to some of the serious issues facing many UK universities. In this opinion piece, we explore how constructive disalignment manifests within university curricula and why it needs to be addressed. We propose a solution of ‘backwards’, assessment-focused, and co-constructivist curriculum design that embraces the expertise of students, industry, and third space professionals. In doing so, we encourage Learning Developers to broker their expertise in building holistic student capacity to ensure degrees are explicitly designed to meet the needs of our most important stakeholders: our students. | Chad McDonald c.mcdonald@mmu.ac.uk |
| 1534 | Paper | Exploring the role of self-directed learning strategies in enhancing student engagement in distance learning environments The study explores the impact of Self-Directed Learning (SDL) strategies on enhancing student engagement in distance learning environments, particularly within the framework of Open, Distance, and e-learning (ODeL). The study was conducted as a systematic literature review (SLR) following PRISMA guidelines and compiled a diverse range of peer-reviewed empirical studies published from 2014 to 2024. The main objective was to identify key themes that demonstrate how SDL strategies influence various dimensions of student engagement, including motivation, autonomy, digital tools, effective time management, and support structures that can foster or hinder the learning experience in distance education settings. The review process began with an initial search yielding 1,154 articles. After removing duplicates, 420 unique studies were examined based on their titles and abstracts. From this selection, 45 articles were chosen for an in-depth review to ensure they aligned with the research questions. Through thorough analysis, several recurring themes emerged, highlighting the influence of SDL strategies on learner motivation, autonomy, and lifelong learning skills; the role of digital tools in self-regulated learning; time management and organisational skills; technological barriers and readiness; and the critical role of instructor support in facilitating students’ SDL experiences. The findings of this review are contextualised within Self-Directed Learning Theory (Knowles, 1975) and Constructivist Learning Theory (Piaget, 1976), both of which emphasise the importance of the learner’s active participation in their educational journey. In summary, this systematic literature review offers valuable insights into how SDL strategies can enhance student engagement, providing both a theoretical and practical framework for improving the effectiveness of distance learning environments. | Josh Wang (Reilly) reillyjj@qut.edu.au |
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