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A literature synthesis of personalised technology-enhanced learning: what works and why
Elizabeth FitzGerald, Ann Jones, Natalia Kucirkova, Eileen Scanlon
Published: 2018-11-26
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
A study of the role of a technology-enhanced learning implementation group in mediating an institutional VLE minimum standards policy
Tünde Varga-Atkins
Published: 2016-11-29
Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback
Ian Glover, Helen J. Parkin, Stuart Hepplestone, Brian Irwin, Helen Rodger
Published: 2015-10-27
Implementing electronic management of assessment: four key barriers faced by higher education providers moving to online submission and feedback
Emma Mayhew
Published: 2018-12-12
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
1 - 7 of 7 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
  • Measuring the correlation between digital media usage and students’ perceived writing ability: Are they related?
    343
  • Learning in virtual reality: Effects on performance, emotion and engagement
    337
  • The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning
    270
  • Using connectivism theory and technology for knowledge creation in cross-cultural communication
    212
  • Playful learning: tools, techniques, and tactics
    167
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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