Guest Editors

Background

The outbreak and international spread of Covid-19 has been associated with swift changes to how teaching and learning is conducted across the globe. The word ‘pivot’ is often used to highlight both the rapidity of the changes and the extent to which it seems that long-entrenched educational practices are being supplanted. Other new terms have also been coined, such as ‘remote teaching’—meaning education newly undertaken at a distance over web platforms which, we are told, is different in important respects from those more established forms of online or distance education that were already growing in popularity over the preceding years. Yet, while the pandemic has reinforced the importance of technology enhanced learning to wide audiences, and foregrounded the roles of learning technologists within educational institutions to an unprecedented degree, at present the scholarly understanding of the attendant educational changes, as represented in the research literature on Technology Enhanced Learning, is nascent at best.

We therefore invite submissions for a Special Issue of Studies in Technology Enhanced Learning that aims to examine educational change in the wake of the Covid-19 pandemic. In line with the aims and scope of the journal, we aim to encourage submissions that take a critical stance, highlight the importance of context, are written in a way that can engage an international audience, and which maintain high standards of scholarship.

Whether you have a long-established association with the Centre for Technology Enhanced Learning or have received this Call for Papers as it cascades through our extended networks, we encourage you to consider contributing!

Scope of papers

We do not wish to prescribe the topics or stances of the papers that might be submitted to the Special Issue. Any paper that engages with issues of educational change and technology in the wake of the Covid-19 pandemic will be considered for inclusion. Illustrative examples of such papers include:

• Detailed case studies of changes to pedagogical practice in particular contexts (whether moving to remote teaching or managing social distancing in co-present educational settings).

• Experiences of students, teachers, support staff, parents and others of teaching and learning in changed ways.

• Examinations of policy or institutional initiatives that attempted to respond to the pandemic.

• Comparative studies of approach or experiences in different contexts.

• Critical examinations of the discourses surrounding education during and/or after the pandemic.

• Reflections on how experiences during the pandemic might influence education in ongoing ways over the coming period.

Paper types

We envisage that papers might come in a range of lengths and formats. When submitting your proposal please indicate the kind of paper you wish to contribute. You may wish to specify one of the categories below.

• Synthesis paper (6,000-12,000 words).

• Standard paper (4,000-8,000 words).

• Commentary (2,000-4,000 words).

• Book review (1,000-3,000 words).

All articles will be double-blind peer-reviewed, apart from clearly labelled editorials and invited commentaries. Articles will be distributed under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0).

Submission instructions and provisional timeline

Please submit a provisional title and abstract (200-500 words), with authors and affiliations, by email to Brett Bligh ( [email protected] ).

Key timings are:

• 15 March 2021: Proposals due

• 12 April 2021: Authors notified of acceptance with brief editorial comments

• 28 June 2021: First drafts of papers due

• 23 July 2021: Peer reviews returned

• 10 September 2021: Revised manuscripts due

• 27 September 2021: Authors receive typeset versions for checking

• 11 October 2021: Publication