RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING (ISSN: 1793-2068)

Description

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 towards 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.

Executive Editor
Daniel Suthers
University of Hawaii at Manoa, USA

Associate Editors
Siu Cheung Kong (Hong Kong Institute of Education, Hong Kong)
Antonija Mitrovic (University of Canterbury, New Zealand)
Peter Reimann (University of Sydney, Australia)
Su Luan Wong (Universiti Putra Malaysia, Malaysia)
Yoneo Yano (University of Tokushima, Japan)
Fu-Yun Yu (National Cheng Kung University, Taiwan)

Editorial Board Members
Shirley Alexander (University of Technology Sydney, Australia)
Alan Amory (University of KwaZulu-Natal, Durban, South Africa)
Cheung Kwok Cheung (University of Macau, Macao)
Barry Fishman (University of Michigan, USA)
Barry Harper (University of Wollongong, Australia)
Tsukasa Hirashima (Hiroshima University, Japan)
Ulrich Hoppe (University of Duisburg, Germany)
Mitsuru Ikeda (Japan Advanced Institute for Science & Technology, Japan)
David Jonassen (University of Missouri, USA)
Paul Kirschner (Open University, The Netherlands)
Piet Kommers (University of Twente, The Netherlands)
Susanne Lajoie (McGill University, Canada)
Nancy Law (University of Hong Kong, Hong Kong)
Tae Wuk Lee (Korea National University of Education, South Korea)
Erica McAteer (University of Strathclyde, UK)
Gordon McCalla (University of Saskatchewan, Canada)
Tanja Mitrovic (University of Canterbury, New Zealand)
Naomi Miyake (The University of Tokyo, Japan)
Riichiro Mizoguchi (Osaka University, Japan)
Anders Morch (University of Oslo, Norway)
Martin Oliver (Institute of Education, London, UK)
Jeremy Roschelle (SRI International, USA)
Marlene Scardamalia (OISE, University of Toronto, Canada)
Raymund Sison (De La Salle University, Philippines)
Kurt Squire (University of Wisconsin-Madison)
Masanori Sugimoto (University of Tokyo, Japan)
Shelley Young (National Tsing Hua University, Taiwan)