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. Why not try something new today?
| No. | Type | Title and abstract | Editorial contact |
| 1681 | Case study | Enhancing occupational therapy theory comprehension through peer learning: an action research case study Peer learning fosters active engagement, allowing knowledge to be socially constructed through collaborative interaction. This case study explores the effect of a peer-led workshop on first-year (level 4) occupational therapy apprentices’ understanding of theoretical models, specifically the Person, Environment and Occupational Performance (PEOP, Baum et al, 2015) model. Using an action research approach with a pre- and post-intervention group design, fourteen students completed a Likert-scale questionnaire following a core seminar and repeated it after a voluntary peer learning workshop. Findings revealed a marked shift from neutral or moderate agreement towards strong agreement in understanding and confidence, though the data collection method lacked clarity on whether it measured knowledge acquisition or perceived confidence. The study identifies potential benefits of peer learning in developing professional skills, aligning with occupational therapy’s educational standards, while highlighting methodological refinements for future iterations, including the integration of formal assessment and qualitative feedback. The outcomes have informed teaching practice and module design underscoring the potential for peer learning to support both academic and employability outcomes in higher education. | Amy Sampson: a.sampson@gre.ac.uk |
| 1687 | Case study | Immersive learning in biology and environmental science: a case study of the nature lab virtual reality project Virtual reality (VR) is rapidly transforming science education by offering immersive, interactive experiences that enhance student engagement and understanding of complex biological and environmental systems. However, its benefits and limitations compared to traditional in-person learning remain underexplored. In this study, we directly compare the effectiveness of in-person and VR fieldwork in developing practical graduate skills valued by wildlife conservation employers. Zoology and Wildlife Conservation BSc undergraduates completed a bird monitoring survey at a local nature reserve and then repeated the survey in a simulated VR environment (“Nature Lab”). Student performance and achievement of intended learning outcomes were comparable across both settings. However, each modality emphasized different, yet relevant, skillsets. Importantly, students reported that Nature Lab offered a more inclusive and accessible learning experience, reduced the carbon footprint of fieldwork, and facilitated acquisition of novel technological skills. These findings highlight the potential of immersive VR as a sustainable, complementary teaching tool adaptable to diverse programmes involving fieldwork. | Amy Sampson: a.sampson@gre.ac.uk |
| 1752 | Paper | Increasing but insufficient polyphony: are there voices that could further enrich the discussion of LD professional identities? The development of Learning Development (LD) in the UK, and its sister disciplines in other countries, has been accompanied by intense conversations and reflection on the professional identities of those involved in it. This paper traces some of these debates. Amid the proliferation of voices, it identifies growing consensus on some aspects, but also underlines numerous remaining questions and challenges. Its key contribution is, however, the focus on the potential limitations of the insights gained, based on the observation that the voices represented in published sources do not represent the full community of those working as Learning a Developers (LDers). In response it develops the rationale for a survey among Scottish LDers that addresses some of the aspects currently underrepresented in the literature by including a wider scope of voices and focussing more strongly on practice. | Steven Briggs: steve.briggs@beds.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.
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