Studies in Technology Enhanced Learning (ISSN 2753-2380) is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.
For a brief summary of the journal’s ethos please see the Aims and Scope summary. For a more detailed reflection on the motivation behind the project, please see the inaugural editorial.
Studies in Technology Enhanced Learning is edited by Brett Bligh and Kyungmee Lee.
Recent news
In press articles being launched. Expect two new articles per week over the coming period! 07.03.2022
Recording of launch event for second issue now online 29.04.2021
Second issue launched! Special issue: Technology enhanced learning in the MENA region 26.04.2021
Issue 2.1 Visual literacies and visual technologies for teaching, learning and inclusion
Issue 2.2 Technology and educational ‘pivoting’ in the wake of the Covid-19 pandemic
Issue 2.3 Autoethnography in online doctoral education
Issue 3.1 Activity theory in technology enhanced learning research
Issue 1.2
Issue 1.2: Technology enhanced learning in the MENA region
April 2021.
A special issue edited by Rob Miles, Sebah Al-Ali, Brett Bligh, Tendai Charles, and Christopher Hill.
With 11 full-length articles, 3 commentaries and an editorial.
This special issue has a particular focus on technology and education in the MENA geographical region: the Middle East and North Africa. In recent decades, governments and other influential actors across the region have expressed the desire to move from ‘oil-reliant’ to ‘knowledge’ economies, and have invested heavily in education and technology as a consequence. It is this rich context that this special issue aims to explore.
Articles are grouped under four thematic headings: strategic issues for teaching, introducing novel tools and pedagogies, supporting online and blended learning, and roles of technology in assessment.
Issue 1.1
Issue 1.1: Debating the status of ‘theory’ in technology enhanced learning research
October 2020.
A special issue edited by Brett Bligh and Kyungmee Lee.
With 11 full-length articles, 5 commentaries and 2 editorials.
This Inaugural Special Issue of Studies in Technology Enhanced Learning has a particular focus on ‘theory’—a contentious issue. The impetus is a contention that ‘theory’ really matters for TEL. The issue comprises two editorials (one introduces the new journal, while the other focusses on the special issue in particular); eleven full-length articles; and five short commentaries.
Articles are grouped under four thematic headings: engaging with particular theories, theory and research, theory and method, and theory and practitioners.
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