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Digital literacy: a Palestinian refugee perspective
John Traxler
Published: 2018-03-07
Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices
Karen M. Scott
Published: 2014-07-30
Sustainability factors for e-learning initiatives
Cathy Gunn
Published: 2010-07-01
Building institutional capability in e-learning design
Gilly Salmon, Sylvia Jones, Alejandro Armellini
Published: 2008-06-01
Information and communication technology related needs of college and university students with disabilities
Catherine S. Fichten, Jennison V. Asuncion, Joan Wolforth, Maria Barile, Jillian Budd, Natalie Martiniello, Rhonda Amsel
Published: 2012-12-19
Effectiveness of technology to support work based learning: the stakeholders’ perspective
Rebecca Strachan, Lalith Liyanage, Biddy Casselden, Roger Penlington
Published: 2012-01-19
Developing the digital literacies of academic staff: an institutional approach
Barbara Newland, Fiona Handley
Published: 2016-10-11
Change, technology and higher education: are universities capable of organisational change?
Stephen Marshall
Published: 2010-11-01
Analysing the impact of e-learning technology on students’ engagement, attendance and performance
Raj Kapur Shah, Linda Anne Barkas
Published: 2018-12-21
Towards a user-oriented analytical approach to learning design
Jonathan P. San Diego, Diana Laurillard, Tom Boyle, Claire Bradley, Dejan Ljubojevic, Tim Neumann, Darren Pearce
Published: 2008-03-01
Learners’ reflexivity and the development of an e-learning community among students in China
Zhen Li
Published: 2010-03-01
Using LectureTools to enhance student–instructor relations and student engagement in the large class
Jerie Shaw, Sofiya Kominko, Jenepher Lennox Terrion
Published: 2015-11-11
Integrating technology with literacy: using teacher-guided collaborative online learning to encourage critical thinking
Alyson Simpson
Published: 2010-07-01
The role of learning technologists in supporting e-research
Susi Peacock, Ann Robertson, Sarah Williams, Maria Giatsi Clausen
Published: 2009-07-01
Applying a framework to evaluate assignment marking software: a case study on Lightwork
Eva Heinrich, John Milne
Published: 2012-03-27
How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning
Ina Blau, Orli Weiser, Yoram Eshet-Alkalai
Published: 2017-11-10
Virtual learning environments – help or hindrance for the ‘disengaged’ student?
Alice Maltby, Sarah Mackie
Published: 2009-03-01
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
Using social media to engage and develop the online learner in self-determined learning
Lisa Marie Blaschke
Published: 2014-11-17
Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment
Jennie Winter, Debby Cotton, Joan Gavin, Jon D. Yorke
Published: 2010-03-01
Development of an institutional framework to guide transitions into enhanced blended learning in higher education
Josephine Adekola, Vicki H.M. Dale, Kerr Gardiner
Published: 2017-11-10
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
Introducing e-developers to support a university’s blended learning developments
ann Ooms, Linda Burke, Tim Linsey, Celayne Heaton-Shrestha
Published: 2008-06-01
Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes
Susanne Voelkel
Published: 2013-04-29
Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs
Brett Williams, Malcolm Boyle, Andrew Molloy, Richard Brightwell, Graham Munro, Melinda Service, Ted Brown
Published: 2011-07-21
How to merge courses via Skype™†? Lessons from an International Blended Learning Project‡
Yasemin Akbaba, Filiz Başkan
Published: 2017-11-10
A systemic framework for managing e-learning adoption in campus universities: individual strategies in context
Carol Russell
Published: 2009-03-01
1 - 27 of 27 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

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  • The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning
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  • Measuring the correlation between digital media usage and students’ perceived writing ability: Are they related?
    255
  • Using connectivism theory and technology for knowledge creation in cross-cultural communication
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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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