The journal contributes to the development of both theory and practice in the field of e-learning. The journal accepts academically robust papers, topical articles and case studies that contribute to the area of research in e-learning.
Every paper submitted to the journal is double-blind-refereed by at least two members of the Review Board or other suitably qualified readers. The Editors reserve the right to reject papers that the consider of insufficient quality, or not sufficiently relevant to the subject area. The editors are prepared to discuss contributions before submission. The journal publishes work in the categories described below.
Within the overall scope of EJEL, these may be qualitative or quantitative, empirical or theoretical in nature and can discuss completed research findings or in some cases work in progress may also be considered.
Within the overall scope of EJEL, case studies are welcomed illustrating pedagogical, learning, and educational practices regarding design, planning, conducting and evaluating modules, courses, knowledge sharing etc.
Within the overall scope of EJEL, view points are less academically rigorous articles usually in areas of controversy which will fuel some interesting debate.
Conference Reports and Book Reviews
Anyone who attends a conference or reads a book that they feel makes a contribution within the scope of EJEL is encouraged to submit a review for publication.
Contribution and Dates