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Teacher self-efficacy in online education: a review of the literature
Michael Corry, Julie Stella
Published: 2018-10-17
Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach
Nikolaus T. Butz, Robert H. Stupnisky, Reinhard Pekrun
Published: 2015-03-23
Handling disruptive innovations in HE: lessons from two contrasting case studies
Stephen Powell, Bill Olivier, Li Yuan
Published: 2015-07-24
Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students
Andrea Crampton, Angela T. Ragusa, Heather Cavanagh
Published: 2012-02-03
Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning
Karen Woo, Maree Gosper, Margot McNeill, Greg Preston, David Green, Rob Phillips
Published: 2008-06-01
A comparative analysis of the effects of instructional design factors on student success in e-learning: multiple-regression versus neural networks
Halil Ibrahim Cebeci, Harun Resit Yazgan, Abdulkadir Geyik
Published: 2009-03-01
Enhancing online distance education in small rural US schools: a hybrid, learner-centred model
Claire de la Varre, Julie Keane, Matthew J. Irvin
Published: 2010-11-01
Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons
Anne Pike, Anne Adams
Published: 2012-12-19
1 - 8 of 8 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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