The following list is a sample of some of the more than one hundred academic journals related to e-learning or technology-assisted education. We’ve covered the latest relevant article from each. Would getting published in any of the following journals be the highlight of your career? Reach out to the recently featured authors below to find out.
International Journal of Technology Enhanced Learning
2016 2-year Impact Factor: N/A
Best recent article: María Jesús Rodríguez-Triana, Luis P. Prieto, Andrii Vozniuk, Mina Shirvani Boroujeni, Beat A. Schwendimann, Adrian Holzer, Denis Gillet. Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review
This review of the state-of-the-art in learning analytics and educational data mining covers 1,089 papers plus proceedings from the latest Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL).
Education and Information Technologies
2016 2-year Impact Factor: 1.3
Best recent article: Alain Stockless. Acceptance of learning management system: The case of secondary school teachers
How can teachers who’ve never used an LMS up to this point warm up to it? This 2,500-sample study uses a quantitative version of the “Technology Acceptance Model” to identify the ways in which teachers could find Moodle useful and desirable enough to trigger adoption. The concept of “affordances,” or the abilities the system gives the user, becomes the measuring stick. But while the study identifies the affordances that would let teachers admit their willingness to try Moodle, the research stops before showing whether the demonstration of said affordances in the LMS actually lead to its adoption. In short, sense of usefulness affects attitudes, but when it comes to intent, it remains to be seen.
British Journal of Educational Technology
2016 2-year Impact Factor: 1.539
Best recent article: Nadolski, R. J. and Hummel, H. G. K. Retrospective cognitive feedback for progress monitoring in serious games
Cognitive feedback is a promising area of research and development that mixes behavioral economics with learning technology. While its general value is “undisputed,” upcoming research projects (beginning with this one) try to answer practical questions. This one focuses on “Retrospective” cognitive feedback (RCF), which involves giving students insights about their previous work in a way that finds a balance between a perspective of progress and maintaining their momentum, or “flow of engagement.” With 110 students on a gamified online platform, a double-blind design showed promising effects on performance when RCF was implemented, but not on motivation on engagement, an outcome the authors cannot rule out as a flaw in the game mechanics.
IEEE Transactions on Learning Technologies
2016 2-year Impact Factor: 2.267
Best recent article: Francesco Usai, Kiera O’Neil, Aaron J. Newman. Design and empirical validation of effectiveness of LANGA, an online game-based platform for second language learning
The prototype of LANguage Gaming consists of a web-based “compelling video-game” that offers real-time feedback about pronunciation using an “advanced speech recognition engine.” Researchers performed several “small-scale” “proof-of-concept” tests, varying the parameters of the tasks and collecting “behavioral and neurophysiological data” on 12 subjects, all males averaging 23.6 years old with no prior Spanish pronunciation skills or learning experience. After two rounds of playing with LANGA, they reported on average a 75% of proficiency in pronunciation tasks and “close to 100%” accuracy in sound-meaning associations. Furthermore, neural responses were different for congruous and incongruous pairings, which for the authors is a reflection of “successful consolidation of the learned material.”
Educational Research Review
2016 2-year Impact Factor: 3.389
Best recent article: Ruth Boelens, Bram De Wever, Michiel Voet. Four key challenges to the design of blended learning: A systematic literature review
As per the authors of this review, there are four critical, simultaneous challenges LMS need to address to further develop and scale blended learning models: flexibility, stimulating interaction, learning impact, and “affectiveness” of the learning climate. The research reviewed focused on the factors in that order, with “little attention paid” to the last one. When it comes to flexibility and interaction, the difference between outcomes when the student is in control of mediums and activities and when the instructor is supports the slowly-spreading belief that student autonomy is key for higher educational outcomes in blended settings, a potential game-changing point in the struggling self-paced learning space.