International Journal of Learning Technology

Call for papers
Executive Editor: Prof. Emeritus Lorna Uden
ISSN online: 1741-8119
ISSN print: 1477-8386
4 issues per year
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IJLT is an international, refereed, scholarly journal providing an interdisciplinary forum for the presentation and discussion of important ideas, concepts, and exemplars that can deeply influence the role of learning technologies in learning and instruction. This unique and dynamic journal focuses on the epistemological thrust of learning vis--vis instruction and the technologies and tools that support the process. IJLT publishes papers related to theoretical foundations, design and implementation, and effectiveness and impact issues related to learning technologies.


 Topics covered include

  • Communities of learners (practice), computer-mediated communication
  • [Social] constructivism, computer-supported collaborative learning
  • Cognitive tools, intelligent agents, semantic web
  • Distributed/intelligent learning/tutoring, multimedia/interactive learning environments
  • Virtual reality environments, human-computer interface issues
  • Learning objects for personalised learning, building learning communities
  • Technology-facilitated learning in complex domains
  • Learning technology systems' evaluation, technological standardisation
  • Simulation-supported learning/instruction
  • Learning technology in education and commerce
  • Disciplinary-related inquiry, e.g., learning technologies for science inquiry
  • MOOCs, social media and cloud computing in e-learning
  • Data analytics and big data in education
  • E-learning evaluation and content; e-portfolios
  • Smart education; internet of things/technology adoption and diffusion for learning

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IJLT aims:

  • to act as an international forum for discussion of the use and design of technology in learning and instruction
  • to foster communication between academics and practitioners
  • to promote research on the use of learning technologies
  • to encourage a multidisciplinary approach to the advancement of the use and design of technologies in teaching and learning
  • to provide a deeper understanding of the nature, theory and practice of learning and instruction


Researchers and theorists, cognitive scientists, learning technologists, teachers and learners, instructional designers, designers and developers, implementers and evaluators, managers and administrators.


Papers are invited for IJLT on any of the topics listed below. Suggestions are also welcome for special issues.



Browse issues

Vol. 11
Vol. 10
Vol. 9
Vol. 8
Vol. 7
Vol. 6


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Executive Editor

  • Uden, Lorna, Staffordshire University, UK

    Editorial Board Members

    • Baker, Dale Rose, Arizona State University, USA
    • Becker, D'Arcy, University of Wisconsin - Eau Claire, USA
    • Champney, Roberto, Louisiana State University, USA
    • Craig, Scotty D., Arizona State University, USA
    • Falconer, Liz, University of the West of England, UK
    • Ferrari Barbosa, Debora Nice, Universidade Feevale, Brazil
    • Flianza, Brenda Chawner, Victoria University of Wellington, New Zealand
    • Florjančič, Viktorija, University of Primorska, Slovenia
    • Giannakoulopoulos, Andreas, Ionian University, Greece
    • Hartshorne, Richard, University of Central Florida, USA
    • Isotani, Seiji, University of Sao Paulo, Brazil
    • Jefferies, Amanda, University of Hertfordshire, UK
    • Karampiperis, Pythagoras, National Centre for Scientific Research "Demokritos" (NCSR-D), Greece
    • Laroussi, Mona, National Institute Applied Science and Technology (INSAT), Tunisia
    • Liu, Mingzhuo, East China Normal University, China
    • Marty, Jean-Charles, Université de Lyon, France
    • McLeod, Alexander, Texas State University, USA
    • Moreira, Fernando, Universidade Portucalense, Portugal
    • Moreno Ger, Pablo, Universidad Complutense de Madrid, Spain
    • Moss, Jason, U.S. Army Research Laboratory (ARL), USA
    • Niu, Zhendong, Beijing Institute of Technology, China
    • Oppegaard, Brett, University of Hawai'i at Manoa, USA
    • Papanikolaou, Kyparisia, School of Pedagogical and Technological Education, Greece
    • Pata, Kai, Tallinn University, Estonia
    • Popescu, Elvira, University of Craiova, Romania
    • Reinsmith-Jones, Kelley, East Carolina University, USA
    • Roussos, Petros, National and Kapodistrian University of Athens, Greece
    • Ruhnau, Britta, BiTS, University of Applied Science, Germany
    • Seufert, Sabine, Universitt St.Gallen (HSG), Switzerland
    • Sinclair, Jane, University of Warwick, UK
    • Suhonen, Jarkko, University of Eastern Finland, Finland
    • Sullins, Jeremiah, Harding University, USA
    • Tselios, Nikolaos, University of Patras, Greece
    • Vallance, Michael, Future University Hakodate, Japan


    A few essentials for publishing in this journal


    • Submitted articles should not have been previously published or be currently under consideration for publication elsewhere.
    • Conference papers may only be submitted if the paper has been completely re-written (more details available here) and the author has cleared any necessary permissions with the copyright owner if it has been previously copyrighted.
    • All our articles go through a double-blind review process.
    • All authors must declare they have read and agreed to the content of the submitted article. A full statement of our Ethical Guidelines for Authors (PDF) is available.
    • There are no charges for publishing with Inderscience, unless you require your article to be Open Access (OA). You can find more information on OA here.


    Submission process


    All articles for this journal must be submitted using our online submissions system.

    Read our preparing and submitting articles page.



    Journal news

    • Staying the course on a MOOC


      Massive open online courses (MOOCs) are popular with educational establishments as an efficient way to deliver their materials. Unfortunately, student engagement does not match the enthusiasm of the educators and the number who complete any given course is disturbingly low, according to research published in the International Journal of Learning Technology. The authors of the paper, suggest that an engagement model for MOOCs needs to be implemented and simple steps taken to improve completion rates. [...]

      More details...