International Journal of Emerging Technologies in Learning

Aims & Scope

This interdisciplinary journal focuses on the exchange of relevant trends and research results and presents practical experiences gained while developing and testing elements of technology enhanced learning especially in the post secondary field.

It bridges the gap between pure academic research journals and more practical publications.

So it covers the full range from research, application development to experience reports and product descriptions.

Our main field of publications is post secondary education.

Fields of interest include, but are not limited to: -Online Learning Tools- Blended Learning- MOOCs, SPOCs- Knowledge Management in learning- Semantic Web Technologies- MashUp Technologies- Platforms and Content Authoring- New Learning Models and Applications- Pedagogical and Psychological Issues- Trust / Security- Internet Applications- Networked Tools- Visualisation- Language /Speech- Collaboration Tools / Collaborative Networks

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Engineering and Social Sciences, designed to support cutting-edge academic discovery.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Report of the Results of an IMS Learning Design Expert Workshop (Short Version for Print Issue)

  Citation: 1

  Authors: Susanne, Michael, Dai, Davinia, Luis, Hans, Francis, Michael, Petra