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 |
| 1524 | Paper | Exploring ethnic differences in student engagement and assessment preferences in higher education This study examined the relationship between student engagement, assessment preferences, and ethnicity among university students. 64 participants who were enrolled in either BSc Psychology or BSc Psychology (Sport, Health & Exercise) took part in the survey. The survey assessed student engagement through the University Student Engagement Inventory (USEI) and assessment preferences using the Assessment Preference Inventory (API). Our results indicate no significant differences in student engagement across different ethnic groups. However, notable distinctions were observed in assessment preferences. White students preferred receiving detailed remarks on their feedback more than Asian and Black students. All participants ranked Oral Presentations as their least preferred assessment type. On the other hand, preferences for the most favoured assessment type varied by ethnicity; White students preferred Multiple-Choice Question Exams, while Asian and Black students preferred Coursework: Essay. These findings suggest that while engagement levels may be similar across ethnic groups, preferences for feedback and assessment types differ, which can help educators develop more inclusive and effective assessment strategies. | Craig Morley C.J.Morley@salford.ac.uk |
| 1492 | Paper | Students’ perception of continuous assessment in an open distance and e-learning context The success of distance education programmes depends on course content, assessment, support and delivery. Continuous assessment is a method that provides ongoing feedback and opportunities for students to improve. While this benefits student learning and engagement, challenges such as large class sizes, workload and lack of resources still exist. This study investigated student perceptions of continuous assessment in an ODeL institution. The data consisted of the responses of 9811 students who completed an institutional questionnaire on continuous assessment. The results showed a slight percentage difference between students’ results in continuous assessment modules and traditional examination-based modules. They further revealed that 64.3% of students preferred continuous assessment. Participants vary in preparation, engagement and stress levels, but continuous assessment improves learning, motivation and time management. Although continuous assessment helps students manage their studies, time management remains a challenge in terms of module load, assessment frequency and employment. The findings show that continuous assessment assists learning but it must be balanced to avoid overwhelming students. Further research is required on the type of assessments and feedback strategies used in continuous assessment. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.ac.uk |
| 1517 | Paper | Making meaning with e-portfolios : a qualitative exploration of students’ reflections E-portfolios are increasingly utilised in higher education as tools to enhance student reflection and showcase learning. This study investigates how undergraduate and graduate students perceive the impact of e-portfolios on their reflective practice and how these perceptions relate to their future educational and professional goals. Through qualitative content analysis of students’ reflections, key themes emerged, including the significance of self-assessment, skill development, and career readiness. The findings indicate that while both groups value the reflective aspects of e-portfolios, graduate students connect these activities more explicitly to their professional identities and career trajectories, whereas undergraduate students tend to focus on immediate learning outcomes and skill acquisition. These insights underscore the necessity for tailored e-portfolio implementation strategies that address the distinct needs and aspirations of different student populations. | Vic Boyd Victoria.Boyd@cityofglasgowcollege.ac.uk |
| 1502 | Paper | Enhancing critical writing skills and mitigating plagiarism among international postgraduate students: a pragmatic approach in a UK university context This paper explores international student perceptions about two techniques introduced in one UK university’s master’s accounting curriculum to protect students from plagiarism and to facilitate the expression of an authentic critical voice. The two techniques include (i) The ‘two-colour’ and (ii) the ‘quote’ and (cite). Using qualitative research, survey data and interviews provides an understanding of how an individual subjectively perceives the use of the two techniques. The data support problematising a conceptually ambiguous space within plagiarism, patchwriting and paraphrasing. The data presented demonstrate that the above techniques can indeed protect students from plagiarism and help them express their critical voice. These techniques offer a conceptually rigorous yet pragmatically straightforward tool to help subject-specific teachers support the development of students’ critical writing perspectives. The paper contributes to the pedagogic literature by providing a theoretically grounded and empirically supported justification for these innovative approaches. | Paula Villegas Verdu pvv1@st-andrews.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