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How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme
Eva Kubincová, Vicki H.M. Dale, John Kerr
Published: 2018-09-20
Identifying online communities of inquiry in higher education using social network analysis
Shazia K. Jan
Published: 2018-06-08
Effectiveness of technology to support work based learning: the stakeholders’ perspective
Rebecca Strachan, Lalith Liyanage, Biddy Casselden, Roger Penlington
Published: 2012-01-19
Boundary breaking for interdisciplinary learning
Adi Kidron, Yael Kali
Published: 2015-10-28
The chicken or the egg? Investigating the transformational impact of learning technology
Janet F. Buchan
Published: 2011-07-21
A review of predictive factors of student success in and satisfaction with online learning
Heather Kauffman
Published: 2015-08-27
Professional development of teachers acting as bridges in online social networks
Maria Macià, Iolanda García
Published: 2018-08-20
Predictors of perceived importance and acceptance of digital delivery modes in higher education
Anne Mertens, Joachim Stöter, Olaf Zawacki-Richter
Published: 2014-04-15
An inferior source? Quantitatively analysing the production and revision of five technology-enhanced learning-related terms on Wikipedia
Michael Flavin, Katerina Hulova
Published: 2018-11-23
Social presence in online learning communities: the role of personal profiles
Karen Kear, Frances Chetwynd, Helen Jefferis
Published: 2014-08-07
Teacher self-efficacy in online education: a review of the literature
Michael Corry, Julie Stella
Published: 2018-10-17
Using community development theory to improve student engagement in online discussion: a case study
Elisabeth Skinner
Published: 2009-07-01
Perceptions of online tutorials for distance learning in mathematics and computing
Tim Lowe, Ben Mestel, Gareth Williams
Published: 2016-07-22
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
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
Self-regulation across time of first-generation online learners
Lucy Barnard-Brak, Valerie Osland Paton, William Y. Lan
Published: 2010-03-01
Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort
Luciane V. Mello
Published: 2016-03-17
Laying the groundwork for socialisation and knowledge construction within 3D virtual worlds
Shailey Minocha, Dave Roberts
Published: 2008-09-01
The space for social media in structured online learning
Gilly Salmon, Bella Ross, Ekaterina Pechenkina, Anne-Marie Chase
Published: 2015-12-15
The role of learning technologists in supporting e-research
Susi Peacock, Ann Robertson, Sarah Williams, Maria Giatsi Clausen
Published: 2009-07-01
Aggregate-then-Curate: how digital learning champions help communities nurture online content
Andrew Whitworth, Fred Garnett, Diana Pearson
Published: 2012-12-19
1 - 21 of 21 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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