Studies in Technology Enhanced Learning 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.
Editors-in-Chief
Brett Bligh
Department of Educational Research, Lancaster University, Lancaster, UK.
Brett Bligh is a Senior Lecturer (Associate Professor) in the Department of Educational Research, Lancaster University. He is Director of the Centre for Technology Enhanced Learning and the Doctoral Programme in E-Research and Technology Enhanced Learning. His research interrogates issues of technology and institutional change in post-compulsory education. He prioritises Activity Theory conceptions of human practice and interventionist methodologies when addressing these issues.
Kyungmee Lee
Seoul National University, South Korea.
Kyungmee Lee is a Senior Lecturer at Seoul National University, South Korea. Her research targets the intersection of online education, higher education and international education. Kyungmee’s scholarship emphasises concepts of discourse, knowledge and power, understood through a broadly Foucauldian lens.
Associate Editor
Sebah Al-Ali
General Academic Requirements, Higher Colleges of Technology, Sharjah, United Arab Emirates.
Sebah Al-Ali is a technology enhanced learning researcher, language teacher, and web developer. Her research examines transitions and development in teaching and the roles of technology during moments of change and instability. Sebah is an advocate for the roles of theory in research processes and practice. Her research endeavours attempt to bridge gaps between theory and practice, with a particular aim to make theory more accessible to practitioners and novice researchers. With a particular focus on activity systems analysis, Sebah’s research interests include research training, learning design, and technology-mediated change.
Advisory Board
Curtis Bonk
School of Education, Indiana University Bloomington, IN, USA.
Curt Bonk is Professor of Instructional Systems Technology at Indiana University where he has published a dozen books, including his groundbreaking 2020 volume with Routledge, MOOCs and Open Education in the Global South. He also has more than 100 journal articles and over 50 book chapters on research related to various emerging learning technologies, online and blended learning, MOOCs and open education, and the global impacts from collaborative technology. In 2020, Curt was awarded the IU President's Award for Excellence in Teaching and Learning Technology.
Clare Brett
Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, Toronto, Canada.
Clare Brett is Associate Professor of Education and Knowledge Technologies and Chair of the Department of Curriculum, Teaching and Learning at OISE, the faculty of education of the University of Toronto, Canada. She has studied the design of online and blended learning environments in classrooms for over 20 years. Clare’s research interests are focused on investigating technical and social supports, as well as challenges, for collaborative online learning and their application particularly for online graduate apprenticeship.
Charles Crook
School of Education, University of Nottingham, Nottingham, UK.
Charles Crook is Emeritus Professor of Education. He is a member of the Learning Sciences Research Institute at Nottingham and is a developmental psychologist by background. After research at Cambridge, Brown and Strathclyde Universities, he lectured in Psychology at Durham University and was Reader in Psychology at Loughborough University. Much of Charles’ work implicates new technology but particularly matters of collaboration (and collusion) as mediated by such technology. Charles is a founder member of the European Society for Developmental Psychology and was long time editor of the Journal of Computer Assisted Learning. He is currently Chair of the Education Panel for Research Assessment Exercise, Hong Kong universities.
Mike Johnson
School of Healthcare Sciences, Cardiff University, Cardiff, UK
Mike Johnson is a lecturer with an extensive focus on IT in the practice of knowledge work. Mike’s scholarship has been oriented to the field of networked learning for most of the last 20 years. Mike’s work has often explored what ‘being good with information technology’ means in educational settings. Mike’s PhD work at Lancaster involved approaching that issue through a phenomenological lens. More recently, Mike has been seeking to deepen his understanding of the phenomenological branch of philosophy and methodology. In 2020, Mike started a Wikiversity learning project about Gadamer’s Truth and Method, and launched, with Felicity Healey-Benson, the Hanfod initiative, which seeks to explore the issue of phenomenology in networked learning.
Philip Moffitt
Professional Engineering Wing, Royal School of Military Engineering, Chatham, UK.
Philip Moffitt is a consultant and teaching-focused lecturer based at the higher education wing of the Royal School of Military Engineering in the United Kingdom. A chartered engineer, facilities manager and ergonomist, he specialises in technology enhanced learning for teams who design, build and operate critical national infrastructure, and whose learning requirements are often only identified at the time and location of need. Phil's research interests include: collaborative learning for geographically distal teams; relationships of learning with culturally and historically embedded organisational practices; ergonomics for human-computer interaction and error reduction; and research-interventions to redesign learning activity, driven by participants themselves. Phil is an Alumni Member of the Centre for Technology Enhanced Learning at Lancaster University.
Tünde Varga-Atkins
Centre for Innovation in Education, University of Liverpool, Liverpool, UK.
Tünde Varga-Atkins (@tundeva) is a Senior Educational Developer at the Centre for Innovation in Education, University of Liverpool. Tunde supports programmes with curriculum design and enhancement with a specialism in digital education, including the considered and critical use of digital tools for learning and teaching. Her doctoral thesis was a case study of digital capabilities in disciplines. Tunde is passionate about student evaluation and pedagogic research. She is an editor for the Research in Learning Technology and Associate Editor for the Developing Academic Practice journals. Tünde is also the outgoing Chair of ALT ELESIG, a special interest group aimed at building capacity of practitioners in HE and FE across and beyond the UK. Her specific areas of research encompass areas in curriculum evaluation, assessment and feedback, digital capabilities, and more recently artificial intelligence in education and organisational learning. In addition, Tünde likes to explore multimodal and creative methods in both her research and education practice. She has worked with using drawings and diagrams for data elicitation, used poems for data analysis, and combined different existing methods, such as the nominal focus group, to support curriculum evaluation.
Margaret Westbury
Wolfson College Lee Library, Wolfson College, University of Cambridge, Cambridge, UK.
Meg Westbury earned her PhD in E-Research and Technology Enhanced Learning at Lancaster University in 2020. She is also Academic Services Librarian (Human and Social Sciences) at the University of Cambridge. Her research focuses on librarians' social media practices and knowledge production using frameworks from Science and Technology Studies, particularly infrastructural theories. She is particularly interested in how infrastructure sparks new identities, agencies and communities.
Olaf Zawacki-Richter
Center for Open Education Research, Carl von Ossietzky Universität Oldenburg, Oldenburg, Germany.
Olaf Zawacki-Richter is Professor of Educational Technology and Director of the Center for Open Education Research at the University of Oldenburg. He was awarded his PhD (The Development of Online Degree Programs) in 2003, and received his habilitation in June 2010 at the University of Mainz, with a focus on further education. Olaf has authored over 120 articles, book contributions, books and editorials, and is an Associate Editor of the journal Distance Education, as well as a member of the Editorial Boards of the journals International Review of Research in Open and Distance Learning, Open Learning, and the Zeitschrift für Hochschulentwicklung. He has given keynote presentations, workshops and lectures at international conferences in Australia, Brazil, Canada, China, UK, Columbia, Croatia, Russia, Saudi Arabia, South Africa, Hungary and the USA. Olaf Zawacki-Richter has worked as a consultant for the Federal Ministry of Education and Research, the German Science Council, the Swiss National Science Foundation and various accreditation agencies.
Publishing
ISSN: 2753-2380
Publisher: Society for Studies in Technology Enhanced Learning, Heysham, Lancashire, United Kingdom
