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International Journal of Virtual and Personal Learning Environments (IJVPLE)

An Official Publication of the Information Resources Management Association
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. 19 May. 2013. 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 (May 19, 2013), 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

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Volume 4: 1 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

Topics to be discussed in this journal include (but are not limited to) the following:

  • 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)

Book Reviews: IJVPLE publishes reviews of recently published books relating to the use of information and communication technologies and education. Book reviews should be not more than 2,000 words in length, including references.

The following information should be provided below the book title:

Author
Publisher
Date of publication
Number of pages

The book should be briefly summarized, referring to the sequence of chapters, before engaging in a critical analysis of the contents. Book reviews should normally include reference to research in relevant or related areas. Reviews should be submitted to the book reviews editor, Sarah Robbins, by e-mail at intellagirl@gmail.com.
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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
David McConnell, Glasgow Caledonian University, UK
Hayo Reinders, Middlesex University, UK
Roo Reynolds, BBC Vision, UK
Jonathan Richter, University of Oregon, USA
Niall Sclater, Open University, UK
George Siemens, University of Manitoba, Canada
Jeroen van Merriënboer, Open University, The Netherlands
Mark Warschauer, University of California - Irvine, USA
Crispin Weston, SALTIS, UK

Associate Editors
Michael DeMers, New Mexico State University, USA
Daniel Livingstone, University of the West of Scotland, UK
Barbara Payne, University of Hawaii, USA
Mark Pegrum, University of Western Australia, Australia
Jonathan Richter, University of Oregon, USA
Michael Vallance, Future University, Japan

Book Review Editor
Sarah Robbins, Ball State University, USA

International Editorial Review Board
Antonie Alm, University of Otago, New Zealand
Kikuo Asai, Open University of Japan, Japan
Elena Benito-Ruiz, Universidad Politécnica de Valencia, Spain
Diana Bannister, University of Wolverhampton, UK
Françoise Blin, Dublin City University, Ireland
Stephen Bronack, Clemson University, USA
Aaron P. Campbell, Kyoto Sangyo University, Japan
Mohamed Amine Chatti, RWTH Aachen University, Germany
Alice Chik, City University of Hong Kong, Hong Kong
Michael Coghlan, TAFE, Australia
John Collick, Promethean Co. Ltd, UK
John Cook, London Metropolitan University, UK
Cristina Costa, Salford University, UK
Edward Dixon, University of Pennsylvania, USA
Darren Elliott, Nanzan University, Japan
James A. Elwood, Tsukuba University, Japan
Ola Erstad, University of Oslo, Norway
Patrick Foss, Tokyo Medical and Dental University, Japan
Nicolas Gromik, Tohuko University, Japan
Sara Guth, University of Padova, Italy
Regine Hampel, Open University, UK
Mirjam Hauck, Open University, UK
Don Hinkelman, Sapporo Gakuin University, Japan
Jane Hunter, University of Western Sydney, Australia
Marcia Johnson, Waikato University, New Zealand
Tony Jones, University of Melbourne, Australia
Helen Keegan, Salford University, UK
Jeremy Kemp, San Jose State University, USA
Jaroslaw Krajka, Warsaw School of Social Psychology, Poland
Mark Lee, Charles Sturt University, Australia
J. P. Loucky, Seinan JoGakuin University, Japan
Steve McCarty, Osaka Jogakuin, Japan
George MacLean, Tsukuba University, Japan
Dave Miller, Keele University, UK
Gary Motteram, University of Manchester, UK
Tony Mullen, Tsuda College, Japan
Diane Nahl, University of Hawaii, USA
Anna Peachey, Open University, UK
Nik Peachey, ICT Consultant, UK
Mark Peterson, Kyoto University, Japan
Thomas Raith, University of Education Heidelberg, Germany
Ken Reeder, University of British Columbia, Canada
Thomas Robb, Kyoto Sangyo University, Japan
Karl Royle, University of Wolverhampton, UK
Bernd Rueschoff, Universität Duisburg-Essen, Germany
Mathias Schulze, University of Waterloo, Canada
Kieron Sheehy, Open University, UK
Leslie Shield, Open University, UK
Sukunesan Sinnappan, Swinburne University of Technology, Australia
Sandra Sutton Andrews, University of Northern Arizona, USA
Hagit Tal, Open University of Israel, Israel
Ricardo Torres, Citilab-i2Cat, Spain
Tracy Villareal, University of Texas at Austin, USA
Charles Wankel, St. John’s University - New York, USA
Peter Worrall, Media Consultant, UK