Members of the Centre for Technology Enhanced Learning are closely involved in editing, reviewing, and writing for the online, open-access journal Studies in Technology Enhanced Learning.
Studies in Technology Enhanced Learning is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. The aim is to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.
The editors wish to support a range of different written formats and styles; to allow for contrarianism, iconoclasm and angular argument; and to provide a space for ongoing conversation and debate rather than tidy consensus. In doing so, we aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.
Studies in Technology Enhanced Learning is a gold standard open-access journal. All articles in the journal are free to download. There are no Author Publishing Charges or any similar fees. All articles are double-blind peer-reviewed apart from clearly labelled editorials and invited commentaries. Articles are distributed under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0).
For more information please see:
Those interested in reading about the history and rationale of the journal at greater length might also wish to consult the introductory editorial from the first issue.
