The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments.

Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic.

First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance.

JCAL welcomes:

Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment

Critical and original meta-reviews of literature on the use of computers for learning

Empirical studies on the design and development of innovative technology-based systems for learning

Conceptual articles on issues relating to the Aims and Scope

Although JCAL publishes papers that relate to grounded empirical research, papers which report on innovative technology-based systems are also acceptable provided that the use of the technology is justified on educational grounds and is more than a mere design. Clear statements for the educational rationale for the systems development must be made at the beginning of the paper and proof of actual learning is required.

Editor-In-Chief

Paul A. Kirschner

Open University of the Netherlands

Faculty of Psychology and Educational Sciences

Welten Institute