International Journal of Technology Enhanced Learning
- Editor in Chief
- Dr. Daphne Halkias
- ISSN online
- ISSN print
- 4 issues per year
IJTEL focuses on promoting and disseminating research in e-learning and distance education worldwide. It encourages multidisciplinary research in online learning/teaching, technology-enabled design and deployment of academic programmes, teaching projects and initiatives, emerging technologies and applications, blended online and face-to-face teaching modes, materials and pedagogy. IJTEL aims: to provide holistic, multidisciplinary discussion on technology-enhanced learning research; to promote international collaboration and the exchange of ideas/know-how on technology-enhanced learning; and to investigate strategies on how technology-enhanced learning can promote sustainable development.
Topics covered include
- Technology enhanced learning (TEL) domain
- Key issues: effective strategies, learning models/theories
- ICT deployment in education: policy, integration, extensibility, interoperability
- Pedagogical theories/models, constructivist approaches
- Collaborative/context aware/personalised approaches
- Communities of learners
- Web 2.0, semantic web
- Adaptive/personalised hypermedia, metadata/content standards
- Free/open source software, ubiquitous/pervasive/grid technologies
- Intelligent agents, learning management systems, emerging technologies
- TEL practices in different educational/learning contexts
- Surveys of TEL adoption in education
- TEL tools/emerging technologies, new generation TEL
- Government policies for TEL promotion
- Challenges, future of TEL, roadmaps for the future
Technology Enhanced Learning: An Emerging Episteme
- The technology enhanced learning domain: philosophical routes, demonstration of various communities, success stories, lessons learned
- Technology enhanced learning key issues: effective strategies, learning models and theories
- Deployment of ICTs in education, policy issues of TEL, integration issues, extensibility, interoperability
Technology Enhanced Learning: The Theories
- Pedagogical theories and models of TEL
- Constructivist approaches to TEL
- Collaborative/context aware/personalised TEL approaches
- Communities of learners and TEL
Technology Enhanced Learning: The Technologies
- Web 2.0 and TEL
- Semantic web and TEL
- Adaptive and personalised hypermedia for TEL
- Metadata and content standards and TEL
- Free and open source software for TEL
- Ubiquitous and pervasive technologies for TEL
- Intelligent agents for TEL
- Learning management systems
- Emerging technologies
- Grid technologies for learning
Technology Enhanced Learning: The Practices
- TEL practices in different educational/learning contexts
- Surveys of TEL adoption in education
- Future of TEL
Technology Enhanced Learning: The Applications in Domains
- TEL tools/emerging technologies and new generation TEL
- Challenges for the future; specification of government policies for the promotion of TEL in education
- Roadmaps for the future
More on this journal...
Technology enhanced learning is the best term to describe the domain of knowledge society technologies as applied in the learning context. "Learning for anyone, at any time, at any place" is the motto. With the shift towards the knowledge society, the change of working conditions and the high-speed evolution of information and communication technologies, peoples' knowledge and skills need continuous updating.
Learning, based on collaborative working, creativity, multidisciplinary, adaptiveness, intercultural communication and problem solving, has taken on an important role in everyday life. The learning process is becoming pervasive, both for individuals and organisations, in formal education, in the professional context and as part of leisure activities. Learning should be accessible to every citizen, independent of age, education, social status and tailored to his/her individual needs. To meet these social challenges is a leading issue of research on the use of technology to support learning (e.g. The Technology Enhanced Learning Action within the 7th Framework Program for Research and Technological Development).
In the context of the knowledge society, the focus of research in this area has been set on applications of technologies for user-centered learning, building on the concept of human learning and on sound pedagogical principles, with the key objectives to be:
- To increase the efficiency of learning for individuals, groups
- To facilitate transfer and sharing of knowledge in organisations
- To contribute to a deeper understanding of the learning process by exploring links between human learning, cognition and technologies
- To promote humanistic visions for a better world based on open learning for all
IJTEL aims to establish value-adding knowledge transfer and personal development channels in three distinctive areas: academia, industry and government, which summarise the three pillars where a new scientific publication can play a significant role.
IJTEL publishes original research papers providing significant results, and also short communications about innovative ideas and news, announcements and reviews regarding the topics of the journal. IJTEL is an international journal; country-specific studies are considered valuable only if the local practice instantiates an issue or question that pertains to technology-enhanced learning in general.
IJTEL is indexed in:
- Scopus (Elsevier)
- Emerging Sources Citation Index (Clarivate Analytics)
- Academic OneFile (Gale)
- ACM Digital Library
- cnpLINKer (CNPIEC)
- Expanded Academic ASAP (Gale)
- Google Scholar
- ACER (Australian Council for Educational Research)
- Info Trac (Gale)
- Inspec (Institution of Engineering and Technology)
- ProQuest Advanced Technologies Database with Aerospace
IJTEL is listed in:
- Agenzia Nazionale di Valutazione del sistema Universitario e della Ricerca (ANVUR)
- Cabell's Directory of Publishing Opportunities
Editor in Chief
- Halkias, Daphne, International School of Management Paris, France
- Komodromos, Marcos, University of Nicosia, Cyprus
- Caracatsanis, Sylva, Executive Coaching Consultants, Greece
- Harkiolakis, Nicholas, University of Liverpool, UK
- Michaelides, Mary, University of Nicosia, Cyprus
- Thurman, Paul W., Columbia University, USA
Regional Editor Africa, Australia, New Zealand
- Adendorff, Chris, Nelson Mandela Metropolitan University, South Africa
Regional Editor Europe and Asia
- Abadir, Sam, INSEAD Business School, France
Regional Editor GCC/MENA/Regions
- Alserhan, Baker Ahmad Abdullah, Princess Sumaya University for Technology (PSUT), Jordan
Regional Editor North and South America
- Hamlett, Joseph, Southwestern College, USA
Editorial Board Members
- Akour, Mohammed Ali, A'Sharqiyah University, Oman
- Al-Haj, Norashfah Hanim Yaakop Yahaya, University Technology of MARA, Malaysia
- Allegra, Mario, CNR - Italian National Research Council, Italy
- Bouras, Christos J., University Of Patras, Greece
- Chamberlain, Alan, University of Nottingham, UK
- Cisic, Dragan, University of Rijek, Croatia
- Dong, Ming, Wayne State University, USA
- Jerman-Blazic, Borka, University of Ljubljana, Slovenia
- Kamthan, Pankaj, Concordia University, Canada
- Koch, Stefan, Bogazici University, Turkey
- Kraker, Peter, Graz University of Technology, Austria
- Lefrère, Paul, Open University, UK
- Makropoulos, Constantin, NCSR Demokritos, Greece
- Ng, Kia C., University of Leeds, UK
- Nouri, Jalal, Stockholm University, Sweden
- Pappa, Dimitra, National Centre for Scientific Research (NCSR) "Demokritos", Greece
- Rebman Jr., Carl M., The University of San Diego, USA
- Schechter, Howard B., Walden University, USA
- Sotirios, Kontogiannis, University of Ioannina, Greece
- Thérin, François, De Vinci Business School/Ecole de Management Leonard de Vinci, France
- Trombino, Frank, Thomas University, USA
- Vaccarino, Franco A., Massey University, New Zealand
- Valsamidis, Stavros, EMaTTech Institute of Technology, Greece
- Vinokurova, Natalia, National Research University - Higher School of Economics, Russian Federation
- Wolpers, Martin, Fraunhofer Gesellschaft, Germany
- Zhang, Dongsong, University of Maryland, Baltimore County, USA
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.
- Briefs and research notes are not published in this journal.
- Submissions encouraged are:
- Research articles reporting mature work, requiring comprehensive explanation of conceptual background, methodology, data analysis, and evaluation. Submissions should state: major issues addressed, significance and impact of the work, theoretical and methodological approaches pursued, major findings, implications.
- Recommended length for research articles is up to 12 pages.
Further methodological and stylistic guidance can be found in Derntl (2014): Basics of Research Paper Writing and Publishing, IJTEL 6(2), 105-123.
- 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.
- All articles for this journal must be submitted using our online submissions system.
- Submit here.
Online safety across the digital divide
25 January, 2019
"The digital divide is the gap between those who are digitally literate and those who are not, between those who do and do not have access to digital environments." So begins a paper in the International Journal of Technology Enhanced Learning from Gila Cohen Zilka of the Department for Teaching Social Science and Communication, at Bar-Ilan University, in Ramat Gan, Israel. She has now investigated the implications of the digital divide for the "online" safety of children and adolescents [...]More details...