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. The editors wish to support a range of different written formats and styles; to allow for contrarianism, iconoclasm and angular argument; and to provide a space for ongoing conversation and debate rather than tidy consensus. In doing so, 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.

Studies in Technology Enhanced Learning is a gold standard open-access journal. All articles in the journal are free to download. There are no Author Publishing Charges or any similar fees. All articles are double-blind peer-reviewed apart from clearly labelled editorials and invited commentaries.

Articles are distributed under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0).

The journal will support a varied range of papers whose contours are difficult to specify in advance – we wish to provide a venue that allows authors to break out of a tacit straightjacket that constrains much publishing in this field (as for many others). However, our broad aspirations are that Studies in Technology Enhanced Learning papers will be:

• critical: aiming to understand the ‘state of the actual’ and adopting a healthy scepticism – and certainly avoiding technological determinism and breathless optimism;

• contextualised: shining light on technology use within and between different sociocultural, political, historical and economic contexts of education, and highlighting how aspects of the context are important to the use of technology;

• capacity-building: written with an eye to explanation and legibility – and not making heavy assumptions about the prior knowledge of the reader (write as though your work might be used in university teaching, or read by a first-year doctoral student);

• international: written for an international audience, even where the underlying work is more localised, with key implications and dependencies pointed out clearly;

• scholarly: taking the field of technology enhanced learning research seriously by explicitly addressing an audience of fellow scholars (including early career scholars).