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 |
| 1532 | Paper | Empowering higher education through crowdsourcing and artificial intelligence: exploring professional development and graduate employability This study examines the potential of crowdsourcing and artificial intelligence (AI) to transform higher education through the co-creation of educational content. By harnessing the collective intelligence of diverse participants, academic institutions can enhance problem-solving capabilities, foster innovation, and facilitate interdisciplinary collaboration. The research investigates the impact of professional development programmes on academics’ ability to integrate crowdsourcing and AI effectively into their teaching practices, thereby improving students’ preparedness for the workforce. Adopting a qualitative desktop literature review methodology, the study analysed peer-reviewed articles from reputable research databases, including Google Scholar, Emerald, and EBSCOHost, adhering to rigorous inclusion and exclusion criteria. The findings reveal that crowdsourcing and AI can synergistically produce high-quality educational resources, promote knowledge sharing, and equip students with essential skills for the 21st-century workplace. Nonetheless, the study underscores the need for higher education institutions to prioritise capacity-building initiatives for educators to maximise the potential of these technologies. The research further highlights the critical importance of ethical considerations in AI-powered crowdsourcing initiatives, emphasising adherence to privacy standards and the mitigation of biases. The study concludes by advocating for further research into the ethical dimensions of AI and crowdsourcing in education, particularly focusing on data privacy and fairness in content creation. | Melike Bulut Al Baba m.b.albaba@shu.ac.uk |
| 1558 | Paper | Evolving student perceptions and usage of lecture capture technologies post-COVID-19 The COVID-19 pandemic significantly impacted educational practices, leading to an increased reliance on online and hybrid learning models. Lecture capture technologies, previously valued for their flexibility and support of diverse learning needs, became essential tools during the pandemic to ensure the continuity of teaching. This study explores the evolution of students’ perceptions and usage patterns of lecture capture technologies from pre- to post-COVID-19. Drawing on 314 survey responses from pre-COVID and post-COVID higher education students who access lecture recordings, our findings reveal that post-COVID students access lecture recordings more frequently, believe more strongly in their positive impact on learning, and use them more extensively for note verification and self-paced learning. These shifts highlight the increased dependence on digital tools and the need for educational institutions to integrate these technologies effectively into traditional learning environments. The study underscores the importance of robust lecture capture systems and the necessity of training educators to optimise their use, ensuring that these technologies continue to support diverse student needs and enhance learning outcomes in the evolving educational landscape. By addressing the central research question of how students’ perceptions and usage of lecture capture technologies have changed, this research provides critical insights for future educational practices. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.ac.uk |
| 1562 | Paper | The impact of artificial intelligence on students’ learning in higher education institutions in the UK The implementation of artificial intelligence (AI) in higher education institutions (HEIs) in the United Kingdom (UK) impacts every aspect of the institutions including teaching, learning, and administration. This research aims to critically explore and further examine the impact of artificial intelligence (AI) on the learning of business postgraduate students in higher education institutions (HEIs) in the UK. This research adopted a critical realist research philosophy and a mixed-method qualitative and quantitative research approach. Data was collected from publicly available peer-reviewed journals, articles, books, news articles, semi-structured interviews, and surveys. Semi-structured interviews were conducted with eight MBA (Master of Business Administration) students and five academics/professionals within the MBA departments across six HEIs in the UK. The survey was completed by thirty-eight MBA students and nine academics/professionals across twenty-two HEIs in the UK. These research findings significantly contribute to the existing literature, by further understanding which AI tools would best suit each identified learning mode and how they impact business postgraduate students learning. It further contributes by identifying the key ethical implications and the impact they have on learning. The outcomes stress the importance of AI systems and their ethical implications and the impact they have on business postgraduate students’ learning in HEIs in the UK. Overall, the outcomes suggest that the impact of AI on business postgraduate students’ learning is more positive than negative, and students benefit more from AI compared to the ethical issues they may experience. An overall improved learning experience has been identified. | Lee Fallin Lee.Fallin@hull.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