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On campus, but out of class: an investigation into students’ experiences of learning technologies in their self-directed study
Frances Deepwell, Samina Malik
Published: 2008-03-01
The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students
Diana Laurillard
Published: 2016-04-13
Blended learning in Saudi universities: challenges and perspectives
Reem Alebaikan, Salah Troudi
Published:
Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices
Boris Bortnik, Natalia Stozhko, Irina Pervukhina, Albina Tchernysheva, Galina Belysheva
Published: 2017-12-04
Transforming distance education curricula through distributive leadership
Mike Keppell, Carolyn O`Dwyer, Betsy Lyon, Merilyn Childs
Published: 2010-11-01
The implementation and evaluation of a new learning space: a pilot study
Gail Wilson, Marcus Randall
Published: 2012-03-06
Introducing e-developers to support a university’s blended learning developments
ann Ooms, Linda Burke, Tim Linsey, Celayne Heaton-Shrestha
Published: 2008-06-01
How to merge courses via Skype™†? Lessons from an International Blended Learning Project‡
Yasemin Akbaba, Filiz Başkan
Published: 2017-11-10
Integrating technology with literacy: using teacher-guided collaborative online learning to encourage critical thinking
Alyson Simpson
Published: 2010-07-01
Educators’ perceptions, attitudes and practices: blended learning in business and management education
Vladlena Benson, Deborah Anderson, Ann Ooms
Published: 2011-07-21
1 - 10 of 10 items

About the Journal

Research in Learning Technology (RLT) is a peer reviewed, open access journal published by the Association for Learning Technology. RLT aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. RLT publishes articles in the following broad areas: technology enhanced learning, online learning, distance learning, mobile learning, flexible learning, wearable technologies, simulation, learning environments, learning spaces, pedagogy, open educational practice and social media. 

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ALT CONFERENCE 2023

Most read last month
  • Learning in virtual reality: Effects on performance, emotion and engagement
    357
  • Playful learning: tools, techniques, and tactics
    308
  • The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning
    284
  • Measuring the correlation between digital media usage and students’ perceived writing ability: Are they related?
    251
  • Using connectivism theory and technology for knowledge creation in cross-cultural communication
    226

2023 THEMES

In 2023, we are especially interested in research on the themes of:      

- the ethical usage of learning technology;  professional development and recognition for learning technology professionals; 

- upscaling the use of learning technology for learning, teaching and assessment; 

- learning technologists working in partnership with students.      

Research in Learning Technology continues to publish original, scholarly writing on learning technology across the full range of the practice and we will continue to welcome submissions on other topics, in addition to those falling into the broad areas above. 

Why publish with RLT?

Open Access – Research in Learning Technology is free from all access barriers, allowing for the widest possible dissemination of your work.

Retain copyright – you are free to disseminate your work, make unlimited copies, and deposit it in any repository. 

Free to publish – there are no article submission or article processing fees.

Personal service – Research in Learning Technology is published in partnership with Open Academia, a Publishing Partner dedicated to giving you excellent service. 

Self-archiving – you can deposit any version of your manuscript in any required repository or archive, or post it to your personal or institutional website. 

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Published by Association for Learning Technology, in cooperation with Open Academia

           

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