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Stakeholder perspectives on graphical tools for visualising student assessment and feedback data
Luciana Dalla Valle, Julian Stander, Karen Gresty, John Eales, Yinghui Wei
Published: 2018-07-30
UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation
Michael Flavin, Valentina Quintero
Published: 2018-03-02
Boundary breaking for interdisciplinary learning
Adi Kidron, Yael Kali
Published: 2015-10-28
Educators’ perceptions, attitudes and practices: blended learning in business and management education
Vladlena Benson, Deborah Anderson, Ann Ooms
Published: 2011-07-21
Handling disruptive innovations in HE: lessons from two contrasting case studies
Stephen Powell, Bill Olivier, Li Yuan
Published: 2015-07-24
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
Material matters for learning in virtual networks: A case study of a professional learning programme hosted in a Google+ online community.
Aileen Ackland, Ann Swinney
Published: 2015-08-14
Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons
Anne Pike, Anne Adams
Published: 2012-12-19
CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene
Marie L. Bassford, Annette Crisp, Angela O'Sullivan, Joanne Bacon, Mark Fowler
Published: 2016-09-20
A case of a laptop learning campus: how do technology choices affect perceptions?
Jennifer Percival, Nathan Percival
Published: 2009-11-01
Analysing the impact of e-learning technology on students’ engagement, attendance and performance
Raj Kapur Shah, Linda Anne Barkas
Published: 2018-12-21
Assuring best practice in technology-enhanced learning environments
Mike Keppell, Gordon Suddaby, Natasha Hard
Published: 2015-03-20
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
Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort
Luciane V. Mello
Published: 2016-03-17
Guidelines for supporting re-use of existing digital learning materials and methods in higher education
Judith Schoonenboom, Henk Sligte, Eja Kliphuis
Published: 2009-07-01
Is it cheating – or learning the craft of writing? Using Turnitin to help students avoid plagiarism
Lynne Graham-Matheson, Simon Starr
Published: 2013-04-29
Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance
Tom Stafford, Herman Elgueta, Harriet Cameron
Published: 2014-08-05
First year university student engagement using digital curation and career goal setting
Amy Antonio, David Tuffley
Published: 2015-10-20
Students make a plan: understanding student agency in constraining conditions
Laura Czerniewicz, Kevin Williams, Cheryl Brown
Published: 2009-07-01
Mobilities, moorings and boundary marking in developing semantic technologies in educational practices
Richard Edwards, Fran Tracy, Katy Jordan
Published: 2011-11-01
Interdisciplinary project-based learning: technology for improving student cognition
Natalia Stozhko, Boris Bortnik, Ludmila Mironova, Albina Tchernysheva, Ekaterina Podshivalova
Published: 2015-11-17
Web-based lecture technologies and learning and teaching: a study of change in four Australian universities
M. Gosper, M. Mcneill, R. Phillips, G. Preston, K. Woo, D. Green
Published: 2010-11-01
Worth it? Findings from a study of how academics assess students’ Web 2.0 activities
Kathleen Gray, Jenny Waycott, Rosemary Clerehan, Margaret Hamilton, Joan Richardson, Judithe Sheard, Celia Thompson
Published: 2012-02-03
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
Blended learning in Saudi universities: challenges and perspectives
Reem Alebaikan, Salah Troudi
Published:
To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom
Christopher Graham Mckercher Gillies
Published: 2016-10-21
Perceptions of the effects of clicker technology on student learning and engagement: a study of freshmen Chemistry students
Jenepher Lennox Terrion, Victoria Aceti
Published: 2012-03-16
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?
    251
  • 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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