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 9: 2 Issues (2019): 0 Released, 2 Forthcoming
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
Indices
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
- Edward Castronova, Indiana University, Bloomington, United States
- Gavin Dudeney, The Consultants-E, United Kingdom
- David Fonseca, La Salle Campus Barcelona, Spain
- Carey Jewitt, University of London, United Kingdom
- Kijpokin Kasemsap, Suan Sunandha Rajabhat University, Thailand
- Rob Koper, The Open University of the Netherlands, Netherlands
- Dimitris Kotzinos, University of Cergy Pontoise, France
- Jaroslaw Krajka, Warsaw School of Social Psychology, Poland
- Agnes Kukulska-Hulme, The Open University, United Kingdom
- Assion Lawson-Body, University of North Dakota, United States
- Mark Lee, Charles Sturt University, Australia
- David McConnell, Glasgow Caledonian University, United Kingdom
- Elena Railean, Institute for Advanced Studies at Moscow Pedagogical State University, Russian Federation
- Hayo Reinders, Unitec Institute of Technology, New Zealand
- Roo Reynolds, BBC Vision, United Kingdom
- Niall Sclater, Open University, United Kingdom
- George Siemens, University of Manitoba, Canada
- Michael Simonson, Fischler College, United States
- Michael Thomas, University of Central Lancashire, United Kingdom
- Erman Uzun, Mersin University, Turkey
- Jeroen van Merriënboer, Open University, Netherlands
- Mark Warschauer, University of California, Irvine, United States
- Crispin Weston, Suppliers Association for Learning Technology and Interoperability in Schools (SALTIS), United Kingdom
- Associate Editors
- Kikuo Asai, The Open University of Japan, Japan
- Kim Becnel, Appalachain State University, United States
- Yaëlle Chaudy, University of the West of Scotland, United Kingdom
- Michael DeMers, New Mexico State University, United States
- Edward Dixon, The University of Pennsylvania, United States
- Mark Pegrum, The University of Western Australia, Australia
- Jonathon Richter, Salish Kootenai College, United States
- Mario Soflano, University of the West of Scotland, United Kingdom
- Nikolina Tsvetkova, Sofia University, Bulgaria
- Michael Vallance, Future University Hakodate, Japan
- Editorial Review Board
- Rex Bringula, University of the East, Philippines
- Stephen Bronack, University of West Georgia, United States
- Mohamed Chatti, Rheinisch-Westfälische Technische Hochschule Aachen University, Germany
- Michael Coghlan, TAFE, Australia
- Chris Dann, The University of Southern Queensland, Australia
- Jennifer Elliott, TiER1 Performance Solutions, United States
- Benjamin Erlandson, Essential Complexity, United States
- Patrick Foss, Tokyo Medical and Dental University, Japan
- Nicolas Gromik, Tohoku University, Japan
- Mirjam Hauck, Open University, United Kingdom
- Jane Hunter, University of Western Sydney, Australia
- Rhonda Jeffries, University of South Carolina, United States
- Helen Keegan, University of Salford, United Kingdom
- Jeremy Kemp, San José State University, United States
- Eunice Luyegu, Nova Southeastern University, United States
- George Maclean, Tsukuba University, Japan
- Terry McClannon, Appalachian State University, United States
- Nik Peachey, Freelance Learning Technology Consultant, United Kingdom
- Ken Reeder, University of British Columbia, Canada
- Bernd Ruschoff, Universität Duisburg-Essen, Germany
- Hagit Tal, Open University of Israel, Israel
- Pete Worrall, Wholearthmedia, United Kingdom
Submission
Prospective authors should note that only original and previously unpublished articles will be considered. INTERESTED AUTHORS MUST CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/publish/contributor-resources/before-you-write/ PRIOR TO SUBMISSION. All article submissions will be forwarded to at least 3 members of the Editorial Review Board of the journal for double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically.All submissions and 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