The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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The Electronic Journal of e-Learning is an opportunity for those involved in the study, management, development and implementation of web enabled and ICT initiatives in the learning and teaching sectors as well as the professions to exchange ideas and examples of best practice.

The editorial board of the journal invites submissions of papers on both the theory and practice of all aspects of web-enabled technology in learning and teaching. The journal is seeking qualitative, experience-based and quantitative papers as well as case studies and reports of work in progress from academics, teachers, practitioners, vendors and government departments. Topics may include, but are not limited to:
  • e-Learning portals and Virtual Learning Environments
  • Learning Content Management Systems
  • Knowledge Bases and Management
  • Computer Aided Assessment
  • e-Learning transaction sites
  • META data standards
  • security and confidentiality
  • integrated systems
  • citizen centric information systems
  • web enabled knowledge management
  • the digital divide
  • e-learning to support communities and individuals
  • social benefits of e-learning
  • specialist e-learning topics
  • new partnerships to deliver e-learning
  • e-universities and other ICT enabled systems in learning and teaching.
To make a submission first read the submission guidelines and then follow the submission instructions from this page.

Special issue on Research Methodologies in e-Learning

Guest Editors: Dr. Kim Cliett Long, Wiley College in Texas, USA and Professor Robert Ramberg, University of Stockholm, Sweden
 Target Publication date December 2016


EJEL publishes new and inspiring research and ideas from all over the world, all of which expand our knowledge about e-Learning. We receive papers that represent a wide range of research methods and approaches. Some studies are based on intervention research, for example action research or design-based research; others are correlational, for example evaluation and effectiveness studies. Some studies take their point of departure from a single case while others cover many cases and/or long periods of study. Some studies are qualitative, some use mixed methods and some are quantitative. Also the papers represent a broad variety of pedagogy, domains and contexts. In our work as Journal Editors of EJEL we have often been impressed by this variety and we have with great interest discussed the benefits and challenges they give rise to. This has inspired us to dedicate a special issue of EJEL to Research Methodologies in e-Learning.

Accordingly, this special issue seeks to explore the research methodologies that are used to produce knowledge about e-Learning in its various forms and within various contexts and domains. Some of the questions that we ae keen to explore include:

  • How and why do we chose and motivate our methodological approaches, and are there specific arguments that are vital to deal with when choosing aresearch design in e-Learning contexts?
  • How do we identify and qualify criteria for suitable construction of research designs according to a current study on e-Learning?
  • What do we need to consider in our field of e-Learning, when we align a research design with the current research questions ?
  • How do we manage reliability and validity in e-Learning research - and how do we become aware of blind spots and links between research objectives and relevant findings?
  • What are the options for generalisation of findings in various approaches and are there special concerns to take into account in e-Learning research?
  • How are the criteria for research design and research findings negotiated between other research communities (paradigms) and our field of e-Learning?
  • Are there new instances and new uses of e-Learning that lead to a need for new research designs and new research methods, tools and techniques?

We are receptive to contributions from a variety of research techniques, with both traditional and innovative approaches, all of which should challenge our theorizing about e-Learning from a multiplicity of methodological backgrounds. However, a prerequisite for all submissions must be firm theoretical grounding in the relevant literature. For theoretical pieces, we expect that they also offer significant novel theoretical insights. For papers based on specific empirical studies, we expect that they will have a strong methodological design, and will thoroughly discuss the theoretical and methodological choices regarding validity and reliability of the data analysis, and offer significant new insights to the research approach as a result. Our objective is, that with this special issue researchers and practitioners with an academic interest as well as students, can we learn from exploring and discussing the various research approaches that affect e-Learning research today.

This special issue call for papers closes on 30 April 2016. N.B. Only extended abstracts of up to 1000 words (including references) are required initially.

To make a submission first read the submission guidelines and then follow the submission instructions from this page.
Important dates

30 April 2016 Call for Extended Abstracts closes (up to 1000 words including references)
15 June 2016 Notification of abstract acceptance 
1 September 2016 Full papers required
1 November 2016 Reviews completed
1 December 2016 Revised papers due