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International Journal of Virtual and Personal Learning Environments (IJVPLE)

Published Quarterly. Est. 2010.
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Institutions: Print
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DOI: 10.4018/IJVPLE, ISSN: 1947-8518, EISSN: 1947-8526
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MLA

Terry, Krista and Amelia Cheney. "International Journal of Virtual and Personal Learning Environments (IJVPLE)." (2010). Web. 2 Sep. 2014. doi:10.4018/IJVPLE

APA

Terry, K., & Cheney, A. (2010). International Journal of Virtual and Personal Learning Environments (IJVPLE). doi:10.4018/IJVPLE

Chicago

Terry, Krista and Amelia Cheney. "International Journal of Virtual and Personal Learning Environments (IJVPLE)," (2010), accessed (September 02, 2014), doi:10.4018/IJVPLE

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Description

The International Journal of Virtual and Personal Learning Environments (IJVPLE) provides readers with comprehensive coverage of developments in learning technologies for an international readership of educators, technologists, and trainers. The journal is a primary source for academics, professionals, corporate trainers, and policy makers in information and communication technologies. The journal publishes high quality contributions (papers, book reviews) on a range of fields associated with Course Management Systems (CMS), Learning Management Systems (LMS), Virtual Learning Environments (VLE), Social Networking Sites (SNS), Personalized Learning Environments (PLE), and 3D virtual worlds, including for example Second Life (SL).

Articles published in the journal cover education and training, concentrating on the theory, application, and development of learning technologies. There is a particular interest in the application of new and emerging information and communication technologies in education and training.

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Journal Contents

Search this Journal: Reset
Volume 5: 1 Issue (2014)
Volume 4: 4 Issues (2013)
Volume 3: 4 Issues (2012)
Volume 2: 4 Issues (2011)
Volume 1: 4 Issues (2010)
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Mission

The mission of the International Journal of Virtual and Personal Learning Environments (IJVPLE) is to study and disseminate research about the design, development, and evaluation of online learning environments. IJVPLE is committed to encouraging the best teaching and learning practices by examining the role of technology enhanced learning in the emerging area of virtual and personal learning environments.
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Indices

Bacon's Media Directory
Library & Information Science Abstracts (LISA)
The Standard Periodical Directory
Ulrich's Periodicals Directory
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Topics Covered

  • 3D online worlds
  • Adaptive and intuitive environments
  • Applications of the Semantic Web
  • Blended Learning
  • Collaborative Learning
  • Computer aided language learning (CALL)
  • Computer mediated communication
  • Computer mediated conferencing
  • E-assessment
  • Educational mashups
  • E-Learning
  • Emerging Technologies
  • E-portfolios
  • Gaming and learning
  • Intelligent content
  • Knowledge management and learning
  • Lifelong Learning
  • Mobile learning environments and applications
  • Multimedia applications and virtual reality
  • Networks/grids for learning
  • Platforms and authoring tools
  • Remote and virtual laboratories
  • Responsive environments
  • Virtual Learning Environments
  • Web-based learning (WBL)
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Editor(s)-in-Chief Biography

Krista Terry is an Assistant Professor in the Instructional Technology program at Appalachian State University, where she teaches graduate students through the use of a 3D virtual environment. Prior to joining the faculty, Dr. Terry was the director of Radford University’s Center for Innovative Teaching and Learning. She is a member of the Board of Directors for the International Society for Teaching and Learning (ISETL), is a board member of the Applied Research in Virtual Worlds (ARVEL), SIG of the American Educational Research Association (AERA), and the Consortium for Research in Immersive and Online Learning Environments (CRIOLE). Dr. Terry is also an Associate Editor of the International Journal of Teaching and Learning in Higher Education (IJTLHE). Her current research is focused on issues related to cognition and constructivist teaching methods in virtual and immersive teaching environments.
Amelia Cheney is an Assistant Professor in and Program Director for the Instructional Technology program at Appalachian State University, where she has taught in 3D virtual environments since 2006. Prior to joining the faculty, Dr. Cheney had more than thirteen years experience in K-12 education, including serving as a high school teacher and a Chief Technology Officer for two school districts. She is a Board member of the Applied Research in Virtual Worlds (ARVEL), SIG of the American Educational Research Association (AERA), as well as Past-President and current Board member of the North Carolina Technology in Education Society (NCTIES). Dr. Cheney also serves on the Technology Committee of the Virtual World Consortium, and as a steering committee member for the International Journal of Web-Based Communities. Her current research is focused on constructivist teaching and learning in virtual environments, particularly issues of community, presence, and the building of relationships.
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Editorial Board

International Advisory Board
Axel Bruns, Queensland University of Technology, Australia
Edward Castronova, University of Indiana, USA
Thomas M. Connolly, University of the West of Scotland, UK
Gavin Dudeney, The Consultants-e, Spain
Steve Higgins, University of Durham, UK
Carey Jewitt, University of London, UK
Rob Koper, Open University, The Netherlands
Agnes Kukulska-Hulme, Open University, UK
Mark Lee, Charles Sturt University, Australia
David McConnell, Glasgow Caledonian University, UK
Hayo Reinders, Anaheim University, USA
Roo Reynolds, BBC Vision, UK
Jonathan Richter, University of Oregon, USA
Niall Sclater, Open University, UK
George Siemens, University of Manitoba, Canada
Michael Thomas, University of Central Lancashire, UK
Jeroen van Merriënboer, Open University, The Netherlands
Mark Warschauer, University of California - Irvine, USA
Crispin Weston, SALTIS, UK

Associate Editors
Mohamed Amine Chatti, RWTH Aachen University, Germany
Michael DeMers, New Mexico State University, USA
Edward Dixon, University of Pennsylvania, USA
Barbara Payne, University of Hawaii, USA
Mark Pegrum, University of Western Australia, Australia
Jonathan Richter, University of Oregon, USA
Michael Vallance, Future University, Japan

International Editorial Review Board
Kikuo Asai, Open University of Japan, Japan
Diana Bannister, University of Wolverhampton, UK
Kim Becnel, Appalachian State University, USA
Françoise Blin, Dublin City University, Ireland
Stephen Bronack, University of West Georgia, USA
Aaron P. Campbell, Kyoto University of Foreign Studies, Japan
Michael Coghlan, TAFE, Australia
John Collick, Promethean Co. Ltd, UK
Jennifer Elliott, TiER1 Performance Solutions, USA
Benjamin E. Erlandson, Essential Complexity, USA
Patrick Foss, Tokyo Medical and Dental University, Japan
Nicolas Gromik, Tohuko University, Japan
Mirjam Hauck, Open University, UK
Jane Hunter, University of Western Sydney, Australia
Helen Keegan, Salford University, UK
Jeremy Kemp, San Jose State University, USA
Jaroslaw Krajka, Warsaw School of Social Psychology, Poland
George MacLean, University of the Ryukyus, Japan
Terry McClannon, Appalachian State University, USA
Diane Nahl, University of Hawaii, USA
Anna Peachey, Open University, UK
Nik Peachey, ICT Consultant, UK
Ken Reeder, University of British Columbia, Canada
Bernd Rueschoff, Universität Duisburg-Essen, Germany
Hagit Tal, Open University of Israel, Israel
Peter Worrall, Media Consultant, UK
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