Call
for Papers
Call for Papers: Submissions are accepted at any time.
Call for Papers on Mobile and Ubiquitous Learning Environments.
Special
Feature/Issue in Research and Practice in Technology Enhanced Learning.
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.
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