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International Journal of Mobile and Blended Learning (IJMBL)
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International Journal of Mobile and Blended Learning (IJMBL)

Published Quarterly. Est. 2009.
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ISSN: 1941-8647|EISSN: 1941-8655|DOI: 10.4018/IJMBL|
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Parsons, David. "International Journal of Mobile and Blended Learning (IJMBL)." (2009). Web. 8 Oct. 2015. doi:10.4018/IJMBL


Parsons, D. (2009). International Journal of Mobile and Blended Learning (IJMBL). doi:10.4018/IJMBL


Parsons, David. "International Journal of Mobile and Blended Learning (IJMBL)," (2009), accessed (October 08, 2015), doi:10.4018/IJMBL

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The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.


Journal Contents

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Volume 7: 4 Issues (2015)
Volume 6: 4 Issues (2014)
Volume 5: 4 Issues (2013)
Volume 4: 4 Issues (2012)
Volume 3: 4 Issues (2011)
Volume 2: 4 Issues (2010)
Volume 1: 4 Issues (2009)
View Complete Journal Contents Listing


The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.

Reviews and Testimonials

The most comprehensive journal of its kind, the International Journal of Mobile and Blended learning (IJMBL) offers the researcher and practitioner an exceptional opportunity to take on board the major currents in this new learning technology field. In particular, it embraces the major issues addressed by innovative learning theories and practices in an increasingly mobile and pervasive technological environment. I personally believe that IJMBL fills a void for those wishing to thoroughly understand mobile and blended learning's diverse foundations, and establishes itself at the core of the discipline.

– Dr. Hokyoung Ryu, Centre for Mobile Computing at Massey University, New Zealand

Mobile computing is having an enormous impact on many aspects of society, not least on learning and education. The International Journal of Mobile and Blended Learning will likely have a very strong positive impact on this area from both from technical and societal perspectives. It will be exciting to see how this journal promotes an international exchange of ideas in this important field.

– Professor Ken Hawick, Massey University, New Zealand

The International Journal of Mobile and Blended Learning is a much needed academic resource that explores and advances international understanding of the growing research areas in mobile and blended learning. These areas are becoming increasingly important in moving our Information Society forward.

– Aleksej Heinze, University of Salford, UK

With the advent of Web 2.0 technologies, more and more users make use of Web-based systems to participate in communities or search for and provide information in Web-based systems. They access shared knowledge which they need for their professional life or for learning. But life has become much more mobile over recent years. This requires new designs, technologies, and learning processes to provide users with a seamless experience. This journal brings great value to the research and practitioner community by focusing on these vibrant issues.

– Dr. Stephan Lukosch, FernUniversität in Hagen, Germany

Mobile learning as part of a holistic, blended learning strategy has the potential to reach millions in our academic, corporate and military domains. We hope to explore the synergy between these important areas.

– Dr. David Metcalf, Institute for Simulation and Training at University of Central Florida, USA

The establishment of the International Journal of Mobile and Blended Learning represents a significant milestone in the growing scholarship about the links among learning, teaching and technologies. It promises to bring together cutting edge research about innovative, sustainable and transformative approaches to technology enhanced education. Mobile technologies and blending modes of knowledge construction and delivery are the most recent developments in the ongoing search for understanding the multiple ways, methods and places in which humans learn. This journal will contribute significantly to that understanding.

– Patrick Danaher, University of Southern Queensland, Australia

It is good to see that the field of mobile learning is maturing and becoming a recognized academic discipline. The focus of IJMBL, covering pervasive and ambient learning as well as distance learning supported by mobile devices, provides a valuable contribution to the field.

– Mike Sharples, University of Nottingham, UK


Applied Social Sciences Index & Abstracts (ASSIA)
Bacon's Media Directory
Compendex (Elsevier Engineering Index)
Library & Information Science Abstracts (LISA)
Norwegian Social Science Data Services (NSD)
The Index of Information Systems Journals
The Standard Periodical Directory
Ulrich's Periodicals Directory

Topics Covered

  • Comprehensive or critical reviews of the current literature
  • Evaluation of mobile or blended learning in practice
  • Future of mobile or blended learning
  • Knowledge Sharing
  • Learner interaction/collaborative learning
  • Mobile games for learning
  • Mobile or blended learning applications
  • Mobile or blended learning applied at different levels of education from pre-school to tertiary and beyond
  • Pedagogical and/or philosophical underpinnings of mobile or blended learning
  • Privacy and security issues
  • Related research in learning, including e-learning and pedagogical approaches
  • Resource constraints in the delivery of mobile or blended learning
  • Reviews of the application of mobile or blended learning in multiple contexts
  • Role of Wikis, blogs, podcasts, messaging, other online tools, and Web 2.0 components in learning delivery
  • Roles of mobile, pervasive, and immersive technologies in education
  • Technologies that directly or indirectly support mobile or blended learning systems (devices, networks, tools etc.)
  • Theoretical approaches to mobile or blended learning solutions
  • Use of mobile or blended learning in professional environments

Editor(s)-in-Chief Biography

David Parsons is Associate Professor of Information Technology at Massey University, Auckland, New Zealand. He has a PhD in Information Technology from Nottingham Trent University (UK) and has wide experience in both academia and industry. He is the founding Editor-in-Chief of the International Journal of Mobile and Blended Learning and author of a number of texts on computer programming, web application development and mobile learning. His work has been published in many international journals, including Computers & Education, IEEE Transactions on Learning Technologies and Software Practice and Experience. He chaired the Conference on Mobile Learning Technologies and Applications in 2007 and was co-editor of Innovative Mobile Learning: Techniques and Technologies (Information Science Reference, 2009). He is a member of the International Association for Mobile Learning and a professional member of the British Computer Society.

Editorial Board

Associate Editors
Hokyoung Ryu, Hanyang University, Korea, Republic Of
Elizabeth Stacey, Elizabeth Stacey Educational Consulting, Australia
Rosemary Stockdale, Swinburne University of Technology, Australia
John Traxler, University of Wolverhampton, United Kingdom
Norman Vaughan, Mount Royal University, Canada
Giasemi Vavoula, University of Leicester, United Kingdom
Editorial Review Board
Sohaib Ahmed, Bahria University, Pakistan
Trish Andrews, University of Queensland, Australia
Rajarathinam Arangarasan, The Raj Organization, United States
Inmaculada Arnedillo-Sánchez, Trinity College Dublin, Ireland
Margaret Baguley, University of Southern Queensland, Australia
Brenda Bannan, George Mason University, United States
Adele Botha, Meraka Institute, South Africa
Maiga Chang, Athabasca University, Canada
Yunhi Chang, Dankook University, Korea, Republic Of
Dragan Cisic, University of Rijeka, Croatia
Thomas Cochrane, AUT University, New Zealand
John Cook, University of the West of England, United Kingdom
Rob Cooper, Southampton Solent University, United Kingdom
Patrick Danaher, University of Southern Queensland, Australia
Linda De George-Walker, Central Queensland University, Australia
Laurel Dyson, University of Technology, Sydney, Australia
Kay Fielden, UNITEC Institute of Technology, New Zealand
Elizabeth FitzGerald, The Open University, United Kingdom
Robert Folden, Texas A&M University-Commerce, United States
Rahul Ganguly, University of Southern Queensland, Australia
Dion Hoe-Lian Goh, Nanyang Technological University, Singapore
Tiong-Thye Goh, Victoria University of Wellington, New Zealand
Sam Goundar, Victoria University of Wellington, New Zealand
Joachim Griesbaum, University of Hildesheim, Germany
Margarete Grimus, Graz University of Technology, Austria
Louise Hawkins, Central Queensland University, Australia
Aleksej Heinze, University of Salford, United Kingdom
Debbie Holley, Anglia Ruskin University, United Kingdom
Andreas Holzinger, Medical University Graz (MUG), Austria
Joaquim Jorge, University of Lisboa, Portugal
Terry Kidd, University of Houston-Downtown, United States
Michelle Kilburn, Southeast Missouri State University, United States
Andrew Kitchenham, University of Northern British Columbia, Canada
Jayne Klenner-Moore, King's College, United States
Agnes Kukulska-Hulme, The Open University, United Kingdom
Kwan Lee, University of Southern Calilfornia, United States
Marshall Lewis, Westpac, New Zealand
Heide Lukosch, Delft University of Technology, Netherlands
Andrew Luxton-Reilly, University of Auckland, New Zealand
Ross A. Malaga, Montclair State University, United States
Masood Masoodian, University of Waikato, New Zealand
David Metcalf, University of Central Florida, United States
Warren Midgley, University of Southern Queensland, Australia
Marcelo Milrad, Linnaeus University, Sweden
Mahnaz Moallem, University of North Carolina-Wilmington, United States
Azadeh Nemati, Islamic Azad University, Iran, Islamic Republic Of
Julian Newman, Glasgow Caledonian University, United Kingdom
Hiroaki Ogata, University of Tokushima, Japan
Norbert Pachler, Institute of Education, University of London, United Kingdom
Krassie Petrova, Auckland University of Technology, New Zealand
Christoph Pimmer, University of Applied Sciences, Switzerland
Amarolinda Saccol, University of Vale do Rio dos Sinos, Brazil
Jaime Sánchez, University of Chile, Chile
Daniyar Sapargaliyev, Almaty Management University, Kazakhstan
Eunice Sari, Online Learning Community for Teacher Professional Development, Singapore
Abdolhossein Sarrafzadeh, Massey University, New Zealand
Lori Scarlatos, Stony Brook University, United States
Eric Seneca, Louisiana State University, United States
Robina Shaheen, Coffey international Development, United Kingdom
Mike Sharples, The Open University, United Kingdom
Marcus Specht, Open University of the Netherlands, Netherlands
Sue Stoney, Edith Cowan University, Australia
Thomas Sweeney, University of Nottingham, United Kingdom
Siobhán Thomas, Pervasive Learning, United Kingdom
Mark Tyler, Griffith University, Australia
Ruth Wallace, Charles Darwin University, Australia
Marilyn Wells, Central Queensland University, Australia
Jocelyn Wishart, University of Bristol, United Kingdom
Jane Yau, Malmö University, Sweden
Ronda Zelezny-Green, London University, United Kingdom
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