Consulta las condiciones de publicación y los listados de títulos de los diferentes Acuerdos vigentes en la UBU para publicar en acceso abierto.
Elsevier
Computers & Education
Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.
We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and particularly on the implications for learning and teaching. Computers as a delivery platform only is insufficient. Detailed information on implementation architecture should NOT be included in the paper, but may be provided via URLs.
We welcome systematic review papers and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. See PRISMA guidelines for further advice.
Authors should take care to refer to and abide by the author guidelines. Papers that do not address the criteria outlined in the author guidelines will be returned without review.
Authors are also welcome to submit to the journal's open access companion titles, Computers & Education Open or Computers & Education: Artificial Intelligence.
The Internet and Higher Education
The Internet and Higher Education is a quarterly journal devoted to addressing contemporary issues and future developments related to Internet-enabled learning and teaching in higher education settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions significantly addressing innovative uses of Internet technology in learning and teaching, and reporting on research to demonstrate the effects of the Internet on the quality and/or the equity of learning and teaching in higher education contexts. The key findings must inform practices and/or policies, and contribute to the scholarship of Internet-enabled higher education learning and teaching. For example, research on topics such as MOOCs and professional development must have clear implications for individuals who teach and learn in higher education institutions.
The journal is international and interdisciplinary, inviting contributions from across the globe and from various academic disciplines. Special issues are often devoted to specific emerging areas of study with guest editors assisting in the editorial process.
The scope of the journal is broad in terms of the range of Internet-related issues and trends to be addressed in the higher education teaching and learning context. We welcome manuscripts on topics including but not limited to pedagogical and technological innovations in online and blended learning; online learning interactions and collaborations; online learning communities; institutional policies and strategies to drive and support online learning and teaching; internationalization and cultural aspects of online classrooms; online assessment and feedback; faculty professional development for online learning; and approaches to online course development. Across all topics, we seek to publish high-quality empirical manuscripts with strong conceptual frameworks and rigorous methods.
Springer
Technology, Knowledge and Learning
Technology, Knowledge and Learning emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, gamification, automated assessment and learning analytics. These emerging systems aim to provide learning experiences delivered via online environments as well as mobile devices and tailored to the educational needs, the personal characteristics and the particular circumstances of the individual learner or a (massive) group of interconnected learners. Such diverse learning experiences in real-world and virtual situations generates big data which provides rich potential for in-depth intelligent analysis and adaptive feedback as well as scaffolds whenever the learner needs it. Novel manuscripts are welcome that account for how these new technologies and systems reconfigure learning experiences, assessment methodologies as well as future educational practices. Technology, Knowledge and Learning also publishes guest-edited themed special issues linked to the emerging field of educational technology.
Submissions can be empirical investigations, work in progress studies or emerging technology reports. Empirical investigations report quantitative or qualitative research demonstrating advances in digital learning, gamification, automated assessment or learning analytics. Work-in-progress studies provide early insights into leading projects or document progressions of excellent research within the field of digital learning, gamification, automated assessment or learning analytics. Emerging technology reports review new developments in educational technology by assessing the potentials for leading digital learning environments.
Manuscripts submitted to Technology, Knowledge and Learning undergo a blind review process involving expert reviews and in-depth evaluations. Initial feedback is usually provided within eight weeks including in progress open-access abstracts and review snapshots.
International Journal of Computer-Supported Collaborative Learning
An official publication of the International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). The journal serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. Articles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.
Examining the use of CSCL in education, business, and society, IJCSCL also investigates the psychological, social, and technological impact of CSCL on individuals, groups, and society. The journal publishes original empirical investigations, extensions of previous work, critical and integrative theoretical and methodological contributions, and synthetic reviews.
- Examines how to design the technological settings for collaboration and how people learn in the context of collaborative activity
- Fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL)
- Investigates the use of CSCL in education, business, and society
- Discusses the psychological, social, and technological impact of CSCL on individuals, groups, and society
Postdigital Science and Education
We are increasingly no longer in a world where digital technology and media is separate, virtual, 'other' to a 'natural' human and social life, and education is often at the forefront of these trends. Journals engaged with technology and education tend to view the research field as concerned with the 'effects' of digital media and other technologies on the existing activities of teaching, learning in education, thus continuing to assume a clear division between an authentic educational practice and the imposition of an external, and novel, technology. However, during the past years, we are witnessing a rapid growth in number of academic books and articles dealing (explicitly and implicitly) with education and research in and for the postdigital age. Postdigital Science and Education fills the gap in the scholarly community as the first academic journal in education, as well as in the humanities and the social sciences, with an explicit focus to postdigital themes and research approaches. It is an exciting hub for a growing body of scholarship in the field and enables communication, dissemination, and community building for researchers, authors, and students. If you have any questions about the journal and how to submit, please contact the EiC, Petar Jandric, at petar.jandric@tvz.hr.
- Fills a gap in the scholarly community as the first academic journal in education with an explicit focus to postdigital themes and research approaches.
- Links various sub-disciplines of scholarship within education, the social sciences, and the humanities across the topic of digital technologies and postdigital being and knowledge.
- Focuses both on theory and practice and welcomes contributions from wide range of disciplines and research methodologies.
Education and Information Technologies
This is the official journal of the IFIP Technical Committee on Education. It covers the complex relationships between information and communication technologies and education. The journal provides perspectives at all levels, from the micro of specific applications or instances of use in classrooms to macro concerns of national policies and major projects; from classes of five year olds to adults in tertiary institutions; from teachers and administrators, to researchers and designers; from institutions to open, distance and lifelong learning.
This breadth of coverage allows Education and Information Technologies to examine fundamental issues at all levels, discuss specific instances and cases, draw inference and probe theory. This journal is embedded in the research and practice of professionals.
- The official journal of the IFIP Technical Committee on Education.
- Covers the complex relationships between information and communication technologies and education.
- Provides perspectives at all levels.
- Examines fundamental issues at all levels, discusses specific instances and cases, draws inference and probes theory.
Wiley
British Journal of Educational Technology
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Empirical papers are expected to report on significant research studies. These may report qualitative, quantitative or mixed methods studies and need to be of a high scholarly quality. Empirical papers need to include: a clear methodology (including information on sampling and analytical process); substantive evidence of research outputs, outcomes and impacts (e.g. of the interventions trialled, applied, or adopted). Theoretical, methodological and review articles should be critical, present a novel perspective and make an original contribution.
BJET does not publish purely descriptive papers or those that simply present learners’, teachers’ and other users’ opinions on methods, materials or technologies. Papers are selected for publication based on the rigour of the research and its potential to make a substantive and original contribution to the field, with explicit reference to international significance.
Journal of Computer Assisted Learning
The Journal of Computer Assisted Learning (JCAL) is a high-quality international peer-reviewed journal which covers the whole range of uses of information and communication technologies to support learning, teaching, instructional design & development, and knowledge dissemination & exchange. The journal aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers.
JCAL is a rich source of material for educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. The journal publishes studies on all types of learning: formal (pre-school, primary, secondary, and tertiary education), non-formal in the workplace or non-credit environments (e.g., MOOCs), and informal (e.g., museums, libraries, clubs).
JCAL also publishes Special Issues which provide readers with a broad and in-depth perspective on a specific topic as well as Review articles and meta-studies that encapsulate the state-of the art on specific topics.
Noteworthy is that the journal also encourages high-quality submissions that might not have led to statistically significant results (a statistically non-significant result can be a very significant and important result) as well as replication studies. Furthermore, the journal supports open science practices. We therefore welcome authors submit registered reports and articles with open research intentions.
First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible to its readers. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance.
JCAL welcomes:
- Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment
- Critical and original Reviews or meta-analyses of literature on the use of computers for learning, teaching, and education in general
- Empirical studies on the design, development, implementation, and usability of innovative technology-based systems for learning, study, and teaching
- Empirical or conceptual studies on educational policy and improvement through the use of information and communication technologies
- Replication studies or registered reports
- High-quality studies that might not have statistically significant results
- Conceptual articles on issues relating to the Aims and Scope
Although JCAL publishes papers that relate to grounded empirical research, papers which report on innovative technology-based systems are also acceptable provided that the use of the technology is justified on educational grounds and is more than a mere design. Clear statements for the educational rationale for the systems development must be made at the beginning of the paper and proof of actual learning is required.
Authors should note the following when submitting a paper:
- Relevance: Does your paper fall within the aims and scope of the journal?
- References: Have you examined the full (international) literature on your subject and referred to key publications?
- Originality: Does your paper make a substantial new contribution to the literature, or provide a novel overview?
- Clarity: Have your research methods been clearly explained and, if necessary, justified?
- Authority: Have you substantiated all your claims either by drawing on your own findings or by reference to the work of others?
- Economy: is the paper crisp and direct - organised with suitable headings and without superfluous figures/t
