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.
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)
Mission and Scope
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.
Table of Contents and List of Contributors
Volume 11: 2 Issues (2021): 1 Released, 1 Forthcoming
Volume 11: 2 Issues (2021): Forthcoming, Available for Pre-Order
Volume 10: 2 Issues (2020)
Volume 10: 2 Issues (2020): Forthcoming, Available for Pre-Order
Volume 9: 2 Issues (2019)
Volume 9: 2 Issues (2019): Forthcoming, Available for Pre-Order
Volume 8: 2 Issues (2018)
Volume 8: 2 Issues (2018): Forthcoming, Available for Pre-Order
Volume 7: 2 Issues (2017)
Volume 7: 2 Issues (2017): Forthcoming, Available for Pre-Order
Volume 6: 1 Issue (2016): Forthcoming, Available for Pre-Order
Volume 5: 4 Issues (2014)
Volume 5: 4 Issues (2014): Forthcoming, Available for Pre-Order
Volume 4: 4 Issues (2013)
Volume 4: 4 Issues (2013): Forthcoming, Available for Pre-Order
Volume 3: 4 Issues (2012)
Volume 3: 4 Issues (2012): Forthcoming, Available for Pre-Order
Volume 2: 4 Issues (2011)
Volume 2: 4 Issues (2011): Forthcoming, Available for Pre-Order
Volume 1: 4 Issues (2010)
Volume 1: 4 Issues (2010): Forthcoming, Available for Pre-Order
View Complete Journal Contents ListingIndices
Editor(s)-in-Chief Biography
Thomas Connolly is a Professor and Head of Creative Technologies at the University of the West of Scotland, Director of the research Institute for Creative Technologies and Applied Computing (ICTAC) and Chair of the Centre for ICT in Education (ICTE). He has published over 150 papers in online learning, games-based learning, Web2.0 technologies and database systems. He is also Director of the Scottish Centre for Enabling Technologies (SCET), whose mission is to support large and small companies in the adoption of emerging technologies, particularly with the Creative Industries sector. In the past 5 years, he has managed over 150 projects with Scottish companies, increasing company turnover by over 65 million and creating 500 jobs and safeguarding a further 900 jobs.
Editorial Board
- International Advisory Board
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Agnes Kukulska-Hulme, The Open University, United Kingdom
https://orcid.org/0000-0001-5874-8837 -
Assion Lawson-Body, University of North Dakota, United States
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Carey Jewitt, University of London, United Kingdom
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Crispin Weston, Suppliers Association for Learning Technology and Interoperability in Schools (SALTIS), United Kingdom
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David Fonseca, La Salle Campus Barcelona, Spain
https://orcid.org/0000-0001-9471-153X -
Edward Castronova, Indiana University, Bloomington, United States
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Elena Railean, American University of Moldova, Moldova, Republic Of
https://orcid.org/0000-0002-7893-9742 -
Erman Uzun, Mersin University, Turkey
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Gavin Dudeney, The Consultants-E, United Kingdom
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Hayo Reinders, Unitec Institute of Technology, New Zealand
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Jaroslaw Krajka, Warsaw School of Social Psychology, Poland
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Kijpokin Kasemsap, Suan Sunandha Rajabhat University, Thailand
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Mark Lee, Charles Sturt University, Australia
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Mark Warschauer, University of California, Irvine, United States
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Michael Simonson, Fischler College, United States
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Michael Thomas, University of Central Lancashire, United Kingdom
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Niall Sclater, Open University, United Kingdom
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Rob Koper, The Open University of the Netherlands, Netherlands
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Roo Reynolds, Digi2al Ltd, United Kingdom
- Associate Editors
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Jonathon Richter, Salish Kootenai College, United States
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Kikuo Asai, The Open University of Japan, Japan
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Kim Becnel, Appalachian State University, United States
https://orcid.org/0000-0002-1859-659X -
Mario Soflano, Glasgow Caledonian University, United Kingdom
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Mark Pegrum, The University of Western Australia, Australia
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Michael DeMers, New Mexico State University, United States
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Michael Vallance, Future University Hakodate, Japan
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Nikolina Tsvetkova, Sofia University, Bulgaria
https://orcid.org/0000-0002-1512-7712 -
Yaëlle Chaudy, University of the West of Scotland, United Kingdom
- Editorial Review Board
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Benjamin Erlandson, Essential Complexity, United States
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Chris Dann, The University of Southern Queensland, Australia
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Helen Keegan, University of Salford, United Kingdom
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Jennifer Elliott, TiER1 Performance Solutions, United States
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Jeremy Kemp, San José State University, United States
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Nicolas Gromik, Tohoku University, Japan
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Rex Bringula, University of the East, Philippines
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Rhonda Jeffries, University of South Carolina, United States
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Terry McClannon, Appalachian State University, United States
Submission
Prospective authors should note that only original and previously unpublished article manuscripts will be considered. Interested authors must consult the Journal Guidelines for Manuscript Submission at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR to submission. Any further questions may be answered at https://www.igi-global.com/publish/contributor-resources/before-you-write/. All article manuscript submissions will be forwarded to at least three members of the editorial review board of the journal for a double-blind peer review. The final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers.All inquiries should be directed to the attention of:
Thomas Connolly
Editor-in-Chief
International Journal of Virtual and Personal Learning Environments (IJVPLE)
E-mail: ijvple@igi-global.com