International review of research in open and distance learning (IRRODL) (ISSN: 1492-3831)

Description

The International Review of Research in Open and Distance Learning (IRRODL) is a refereed, interactive, online journal. The purpose of IRRODL is to contribute and disseminate to practitioners and scholars worldwide scholarly knowledge in each of three areas: theory, research, and best practice in open and distance learning. In harmony with the open learning philosophy that distance education serves to remove barriers for those who, given their geographic location, previous level of schooling, or other life circumstances would otherwise not be able to access education opportunities, IRRODL subscriptions are free to any individual who has a connection to the Internet. IRRODL is hosted by the International Consortium for the Advancement of Academic Publishing (ICAAP).

The journal Research and Practice in Technology Enhanced Learning commenced publication in 2006. RPTEL is the official journal of the Asia-Pacific Society for Computers in Education(http://www.apsce.net/). It will be published three times a year initially by World Scientific Publishing Company (WSPC; http://www.worldscinet.com/rptel/rptel.shtml).

Purpose & Scope

RPTEL is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning. The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning.

The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region.

The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest. Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels.

A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice.