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 |
| 1486 | Paper | A mixed methods evaluation of a peer mentoring programme (PASS) for international postgraduate students: mentee and mentor perspectives Peer mentoring provides academic, social, and pastoral support to students. This enhances their educational experience and supports learning. However less is known about the value for international master’s students studying in the UK. To address this gap, this study introduced and evaluated a peer assisted study session (PASS) model of peer mentoring. Mentee expectations were explored at baseline: these were high and varied considerably. The post intervention survey showed students were (78-82%) highly satisfied with the quality, range of topics, usefulness, and opportunities for peer interaction provided by the ten-week, in-person programme. Equally mentors valued the experience; they developed leadership and communication skills, deepened their subject knowledge, and gained transferable skills. Despite this, mentees and mentors alike called for additional, longer sessions, and smaller mentor to mentee ratios to meet the demands and challenges faced by international students. Recommendations and practical implications for programme teams are identified. | Josh Wang (Reilly) reillyjj@qut.edu.au |
| 1509 | Case Study | ‘It gives you that motivation to keep pushing on’: reflecting on the role of dialogic skills workshops on postgraduate researchers’ academic preparedness and ‘belonging’ Completing a doctorate has been noted for its unique academic challenges and feelings of isolation (Carvalho et al., 2018; Emmioğlu et al., 2017). To challenge this, doctoral supervisors, academic developers and peers can play a significant role in academic preparedness and enhancing feelings of ‘belonging’ on a doctoral programme. During the 2023-2024 academic year, a new provision for doctoral academic skills enhancement was piloted at a large university in southern England. The ten workshops aimed to develop skills such as academic writing, research integrity, presentation skills and criticality. The workshops were designed to align with Alexander’s (2004) model for dialogic teaching, and adapted Lee and Murray’s (2015) supervision framework to provide facilitated spaces for PGRs to cultivate curiosity, conversations and confidence. In reflecting on the first year of this provision, I undertook three focus groups with ten PGRs to explore their engagement with, and evaluation of, the workshops’ format relating to their experiences of becoming and belonging in doctoral study. The focus groups highlighted various challenges in transitioning to doctoral study, and anxieties about academic preparedness. However, engagement with dialogic workshops provided some alleviation of such anxieties, enhanced academic preparedness, and ‘normalised’ challenges experienced by PGRs. On this basis, there is potential for dialogic PGR initiatives to heighten feelings of academically ‘belonging’ on doctoral programmes. | Josh Wang (Reilly) reillyjj@qut.edu.au |
| 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 |
| 1511 | Opinion piece | Inclusivity in focus: reimagining competency frameworks Inclusivity has become a cornerstone of contemporary higher education (HE), reflecting a growing commitment to creating equitable and accessible learning environments for all students. However, many professional competency frameworks for educators, including the widely recognised BALEAP Competency Framework for Teachers of English for Academic Purposes (EAP), seem to lack dedicated guidance on inclusion, a gap that persists despite increasing recognition of the importance of inclusive practices in addressing diverse learner needs. This opinion essay argues for a revision of this framework to incorporate a section dedicated on inclusivity. Building on insights from a BALEAP-funded research project, it proposes essential competencies in differentiated instruction, culturally responsive teaching, inclusive classroom strategies, equitable assessment, and the use of adaptive technologies. Although focused on EAP practitioners, the essay emphasises the relevance of these competencies across disciplines and educator roles, including learning developers and frontline educators. By situating this call for revision within the broader context of inclusivity in education, it aims to inspire updates to other professional frameworks and promote a more inclusive approach to teaching and learning at all levels. | Laura Dyer L.V.Dyer@leeds.ac.uk |
| 1529 | Paper | Bridging the digital divide: gender and locality influences on e-learning motivation This study explores undergraduate students’ motivation for e-learning in Haryana, India, considering gender (male and female) and locality (urban and rural) differences. Data was collected from a random sample of 400 students enrolled in colleges in Haryana. The results indicate that female and rural students demonstrated higher levels of motivation than male and urban students, revealing significant differences based on gender and locality. The study emphasises the importance of addressing digital infrastructure challenges and providing focused support to enhance e-learning participation among diverse student groups, ensuring fair access to educational opportunities. Globally, these findings highlight the potential of e-learning to bridge educational gaps, especially in underserved communities, by addressing gender disparities and the digital divide. Addressing these challenges and offering support can improve the e-learning experience for students, thus benefiting educational institutions and policymakers. The practical implications of this research indicate that implementing targeted interventions and addressing specific factors that influence motivation can enhance e-learning participation and outcomes for students in any country or region, irrespective of their background or location. This can lead to a more effective educational environment that benefits a wide range of learners. Policymakers and educational institutions should focus on bridging the digital gap between diverse group of learners and implementation of required strategies to create supportive e-learning environments for all students. | 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