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 |
| 1563 | Paper | A comparative analysis of formalistic and progressive education approaches in Chinese English classrooms: a scoping review Chinese educational system has faced increasing pressure to reform its formalistic teaching methods, which are characterized by teacher-centered instruction and rote memorization, while recent reforms have prompted a shift towards more progressive, student-centered learning approaches. This scoping review investigates the comparative effectiveness of formalistic and progressive education approaches in English classrooms in China, focusing on student engagement and critical thinking outcomes. Through a five-step protocol, 17 empirical studies published during 2000–2024 are included. Findings indicate that Traditional methods, teacher-centered with rote memorization, limit student engagement and critical thinking. Progressive ones, like project-based learning, boost engagement via active participation. They also enhance critical thinking through real-world problems and collaboration. Classroom dynamics improve with more peer interaction and formative assessment. Research gaps remain in implementation barriers and long-term effects. Still, findings support adopting student-centered, progressive teaching for China’s English education to prepare students for the modern world. | Josh Wang: reillyjj@qut.edu.au |
| 1619 | Paper | Student perceptions of object-based learning: a report from a research project at the University of XXX Since returning to face-to-face teaching post COVID-19, UK higher education has needed to adjust to significant challenges, including the acceleration of the role that GenAI and personal screens have in the student experience. Whilst screens now mediate the learning experience to a large degree, we have turned to the materiality of object-based learning (OBL) as a multisensory, experiential pedagogy with the potential to stimulate criticality and build confidence in in-person communications amongst taught students. This paper details a research project into student perceptions and experiences of OBL at the University of XXX. Taught students participated in experimental OBL workshops and then reported their experiences in a questionnaire. Participants were overwhelmingly positive about taking part in OBL workshops, particularly in relation to working with others, engaging with materiality, using their skills of analysis and interpretation and the active nature of learning in this context. OBL requires a classroom dynamic in which academic staff facilitate and guide discussion, rather than conforming to traditional didactic patterns of teaching. Students of Sociology and Social Policy taking part in the study saw the direct relevance of the objects under discussion to their disciplinary area, and the results of this study are assisting the school in strategically implementing OBL within the curriculum, specifically in a new module for third year undergraduate students, The Sociology of Objects. | Craig Morley: c.morley@mmu.ac.uk |
| 1685 | Paper | Bringing learning to life: the impact of field trips on transdisciplinary education Diverse and complex global challenges demand innovation in pedagogy. While these challenges are multifaceted, transdisciplinary approaches in higher education offer a promising way to equip students with the competencies needed to address wicked problems holistically. This paper examines how transdisciplinary education can be enriched through an experiential learning approach using field trips and assesses its relevance. By immersing students in real-world institutional settings, these field trips provide practical insights into transdisciplinary practices and serve as a key component of a transdisciplinary educational framework. They foster a deeper understanding of collaborative problem-solving and the real-world application of knowledge across disciplines. At the heart of this model is the co-creation process: students who participated in these field trips co-author this paper alongside experienced experts in transdisciplinary research and education. This collaboration demonstrates how transdisciplinary education can become more inclusive, promote participatory learning, and provide a replicable blueprint for integrating transdisciplinarity into higher education. | Laura Barnett: l.barnett@surrey.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