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

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

Editor-in-Chief

Siu Cheung Kong, The Education University of  Hong Kong, Hong Kong
Chen-Chung Liu, National Central University, Taiwan    

Associate Editors

Wenli Chen, Nanyang Technological University, Singapore

Heinz Ulrich Hoppe, University of Duisburg-Essen, Germany   

Tanja Mitrovic, University of Canterbury, New Zealand

Hiroaki Ogata, Kyushu University, Japan                

Su Luan Wong, Universiti Putra Malaysia, Malaysia          

Fu-Yun Yu, National Cheng Kung University, Taiwan       

Editorial Board Members

Maria Bannert, University of  Wuerzburg, Germany

Gautam Biswas, Vanderbilt University, USA

Sherry Y. Chen, National Central University, Taiwan

Michael A. Eisenberg, University of Colorado at Boulder, USA

Barry Harper, University of Wollongong, Australia

Tsukasa Hirashima, Hiroshima University, Japan

Kian Sam Hong, University Malaysia Sarawak, Malaysia

Huei-Tse Hou, National Taiwan University of Science and Technology, Taiwan

Ronghuai Huang, Beijing Normal University, China

Gwo-Jen Hwang, National Taiwan University of Science and Technology, Taiwan

Mi Song  Kim, University of Western Ontario, Canada

Tomoko Kojiri, Kansai University, Japan

Agnes Kukulska-Hulme, The Open University, UK

Pilar Lacasa, University of Alcala, Spain

Chien-Sing Lee, Sunway University, Malaysia

Jimmy Ho Man Lee, The Chinese University of Hong Kong, Hong Kong

Lori Lockyer, Macquarie University, Australia

Chee Kit Looi, Nanyang Technological University, Singapore

Rose Luckin, University of London, UK

Jon Mason, Charles Darwin University, Australia

Marcelo Milrad, Linnaeus University, Sweden

Ma. Mercedes T. Rodrigo, Ateneo de Manila University, The Philippines

Kurt Squire, University of Wisconsin-Madison, USA

Masanori Sugimoto, Hokkaido University, Japan

Seng Chee Tan, Nanyang Technological University, Singapore

Kheng Guan Timothy Teo, University of Macau, Macau

Chin-Chung Tsai, National Taiwan University of Science and Technology, Taiwan

Barbara Wasson, University of Bergen, Norway

Ying-Tien Wu, National Central University, Taiwan

Masanori Yamada, Kyushu University, Japan

Jianhua Zhao, The University of South China Normal, China

Joerg Zumbach, University of Salzburg, Austria

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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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