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Education & Language - Learning & Instruction | Research and Practice in Technology Enhanced Learning - a SpringerOpen journal

Research and Practice in Technology Enhanced Learning

Research and Practice in Technology Enhanced Learning

Editor-in-Chief: Siu-Cheung Kong
Co-Editor-in-Chief: Chen-Chung LIU

ISSN: 1793-7078 (electronic version)

Journal no. 41039

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A source for rigorous research on all aspects of the use of technology to enhance learning

  • Provides a catalyst for dialogue among researchers and practitioners worldwide in the fields of learning and cognition, education, and technology
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  • Aims to improve practice and achieve real-world impact in technology enhanced learning
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  • Seeks to improve understanding of designing for learning, in ways that translate successfully into practice
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  • Affiliated with the Asia-Pacific Society for Computers in Education

This journal publishes research on all aspects of the use of technology to enhance learning. The coverage includes technology from design to construction to implementation and evaluation, and learning across a wide range of formal and informal settings.

Related subjects » Learning & Instruction

Abstracted/Indexed in 

SCOPUS, Google Scholar, CNKI, DOAJ, EBSCO Discovery Service, EBSCO Education Research Complete, EBSCO Education Source, EBSCO TOC Premier, OCLC, ProQuest - Summon, ProQuest Advanced Technologies & Aerospace Database, ProQuest SciTech Premium Collection, ProQuest Technology Collection

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     Research and Practice in Technology Enhanced Learning (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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