Balance between guidance and self-regulated learning: teaching and learning strategies in online, hybrid and blended learning in higher education
Guest editors: Victoria I. Marín and Jesús Salinas
Papers should be submitted by 31st December 2021
Download the full guidelines here
Although some guidelines for flexible learning in the context of higher education and COVID-19 have been designed, many of them have been focused on aspects concerning the delivery methods and digital tools to use, the formats for assessment or design guidelines for activities and strategies so far (Huang et al., 2020). Other aspects have been scarcely addressed, even before the pandemic. For instance, a challenge in teaching and learning processes identified in the literature is the balance between guidance and self-regulated learning and learner’s autonomy (Blaschke & Marín, 2020; Tchounikine, 2019). This balance refers to the mechanisms that educators design to support the development of student self-regulated learning, but also to the students’ learning strategies. Literature has extensively covered self-regulated learning from the students’ perspective (Anthonysamy et al., 2020; Broadbent & Poon, 2015; Hooshyar et al., 2020, Roth et al., 2016) and more recently, from the educators’ view (Russell et al., 2020).
However, addressing the balance between guidance and self-directed learning is still a challenge to both students and educators: the degree of guidance may be too high and, therefore, limit students’ self-regulated learning or, on the contrary, if too much flexibility is given, students may feel lost in their learning process and do not find their way. We should also consider the wide diversity that can exist among different students in terms of learning strategies and personal learning trajectory. In addition, the different forms of education modalities in higher education (online, blended and hybrid learning) ask for diverse approaches to this balance. Although used often as a synonym or as a form of blended learning, hybrid learning is considered to be subtly different (Cohen et al., 2020): it is more than just combining on-site and online learning or synchronous and asynchronous online learning as in blended formats; it involves blurring the parts and creating something new by rethinking our conception of place (Stommel, 2018).
Taking into account all these aspects, we pose the following question in this special issue: how to find the balance between guidance and self-regulated learning in online, hybrid and blended learning in higher education from educators and students’ perspectives, especially in post-COVID19 settings?
There are some self-regulated learning supports that can be helpful for educators and students to consider, such as personalised learning pathways (Crosslin, 2018; Salinas & de Benito, 2020) or adaptive systems and intelligent tutoring systems (Zawacki-Richter et al., 2020). However, the situated student’ and educator’s views are still missing, and much needed, in order to put into place effective and caring strategies for self-regulated learning that integrate digital possibilities. The current context in higher education demands more research as comprehensive and systematic intervention based on evidence, but also and more importantly, on innovation and experimentation properly evaluated, which form a natural part of the building processes of learning scenarios. In addition, the topic of the special issue should be considered against the pandemic backdrop of possible shortages in digital competence by educators and students, and the urgent need of optimising educators’ practice around the world.
We aim especially for empirical, experience or theoretical analysis articles that focus on the situated analysis related to students and educators’ perspectives of strategies and artifacts to support balance between self-regulated learning and educator guidance in online, hybrid and blended learning higher education.
Possible topics include
Posted on 07 Jun 2021
Each year JIME publishes reviews of some of the latest books released on the topics of educational technology and the role of multimedia technologies in higher education. Reviewers are currently sought for the following volumes:
How to submit a review
Reviewers should in the first instance email Victoria Murphy via victoria.murphy@open.ac.uk with an expression of interest. This should include a brief biographical description indicating your suitability as a reviewer and a list of all volumes you would be willing to review.
Reviews are commissioned on a first-come, first served basis for qualified reviewers and are due by 31st August 2021. The final collection of reviews will be published in December 2021.
Reviews should be around 1000-1500 words long and should focus on the relevance of the volume for educational technologists, instructional designers, and educators working in higher education institutions.
Examples of JIME book reviews
For guidance on the expected format and style of JIME book reviews, please refer to our previous articles.
Posted on 13 May 2021
The Global OER Graduate Network (GO-GN) is a global community of researchers in Open education. We invite papers from GO-GN members (past and present) to highlight the research they are undertaking and impact of the network. As well as conventional research papers, we are interested in the following formats:
This is an opportunity for members to showcase their work, gain feedback and demonstrate the value of the network. The GO-GN team are willing to act as mentors for any authors who wish to work up their contributions, please indicate in the submission if you would like this.
Contributors should take account of JIME's Guidelines for Submissions.
Please address any queries to the GO-GN account.
Papers should be submitted by the 12th April 2021.
Posted on 25 Jan 2021
During the COVID-19 pandemic we have seen universities and other education providers responding quickly to the challenges of providing education in an environment where campuses have been forced to close. Some were already providing blended education and have had to scale up; others have put in place what has sometimes been called ‘emergency distance education’. Those who are concerned with only f2f teaching have had to innovate / improvise to put in provision very fast. A number of journals have called for special issue papers to explore various aspects of this unforeseen situation such as sustainability for the future, engagement and accessibility to all. Now that we are at a little distance from the onset of lockdowns in many countries and universities are open to students again, we are calling for papers for a special collection that can offer some longer-term reflections on the responses to Covid-19 in higher education. We invite papers in this theme, meeting our normal author requirements. JIME seeks to gather a collection of papers to contribute to our understanding of how educational technology has been harnessed to support education during this period, and what has or has not worked. Given the speed with which new approaches have been put in place, we welcome consideration not only of successes, but of challenges and lessons learned. Papers might explore the following themes:
Overall, we welcome a focus on a reflective approach, and as usual, submissions to JIME should have a clear educational focus or application, and should go beyond anecdotes or opinion. We encourage historical analysis, rich case studies, and innovative analytic methods applied to literature, interviews and data. Submissions are expected to advance knowledge in the field of educational technology and/or open education conceptually and/or empirically. Contributors should take account of JIME’s guidelines for submissions.
Full papers should be submitted by12pm on Friday the 12th of February.
We would also welcome expressions of interest in becoming reviewers for what we expect to be a really interesting special collection.
Posted on 08 Oct 2020
The special collection on 'History of Educational Technology' is now available. This collection brings together four articles which examine both broad approaches to the history of educational technology and more specific analysis of particular technologies. The broader reviews investigate different research patterns and the different challenges and contexts that such research has responded to. The specific analyses examine the development of eportfolios and VLEs. The history of educational technology is under-documented and this collection seeks to add to the literature in this field.
The full collection can be found at: https://jime.open.ac.uk/collections/special/history-of-educational-technology/
Posted on 24 Sep 2020
Posted on 12 May 2020
Posted on 13 Sep 2019
Posted on 16 Aug 2019
We're happy to announce that JIME has been accepted into Scopus and is now listed within their database and being tracked for a 2019 CiteScore.
Among others, the journal is also indexed in Web of Science Emerging Sources Citation Index (ESCI), CrossRef, JISC KB+, SHERPA RoMEO, Directory of Open Access Journals (DOAJ), EBSCOHost, Google Scholar and Cengage Learning.
Posted on 24 Jul 2019
Extended articles from the EADTU Conference 2018, held in Aarhus, Denmark, are now available to read, along with an introductory editorial. The papers cover MOOC dropouts, learning analytics and designing for inclusive online learning.
For the complete list of papers, visit https://jime.open.ac.uk/collections/special/eadtu-2018-conference/
Posted on 03 Jul 2019
Posted on 18 Jun 2019
Deadlines
Abstract submission (400 words) now open, deadline: 30th June, 2019
Please provide an abstract which includes: the issue you addressed and its relevance; your theoretical framing; your methodology, findings and conclusion; some references: https://researchsurveys.deakin.edu.au/jfe/form/SV_8ozREPcHLXpRYFv
- Confirmation of acceptance: mid-July 2019
- Development of full papers, constructive peer feedback on drafts: August – November 2019
- Submission of full papers: 1st December 2019
- Corrections for accepted manuscript due: 1 February 2020
- Expected issue publication date: March-April 2020 (coinciding with OER20)
Collection details
While Open Education has long focused on sharing and removing a range of historical, education and financial barriers, there is a renewed interest given the role that technology plays in enhancing access or increasing inequality. It has become clear that technology is not sufficient to transform educational opportunities for many global learners. Indeed huge recent investments in free MOOC courses may advantage the already educated and relatively privileged, “and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education” (Laurillard, 2016, p. 1). Furthermore, access is only one aspect of open education and social justice.
Open education has recently taken a critical turn, with a renewed interest in social justice approaches for the benefit of students traditionally excluded from and within education systems. For example, the OER19 conference theme is “Recentering Open: Critical and global perspectives” and it presents a range of speakers, sessions and workshops asking “back to basics” questions such as “Why open?”, “Open for whom, and whose interests are served?”
Social justice actions aim to enable equal and diverse participation. It provides a valuable lens for redressing inequalities in provision of open and distance learning. More formally, social justice can be defined as: a process and also a goal to achieve a fairer society which involves actions guided by the principles of redistributive justice, recognitive justice or representational justice (developed from Fraser, 1995; Keddie, 2012; Young, 1997).
This special edition invites authors to submit research into social justice approaches to digitally enabled (distance or blended) open education. The special edition is scoped to cover lifelong, adult learning and Higher Education settings. Questions that authors might like to address include:
Submissions to JIME should have a clear educational focus or application, and should go beyond the “potential” of open education to share contextualised projects, outcomes, empirical and theoretical results. We encourage rich case studies that acknowledge the specifics of different global contexts, the challenges for particular learners and how histories of exclusion can be disrupted.
Submissions are expected to advance knowledge in the field of open education conceptually and/or empirically. Contributors should take account of JIME’s guidelines for submissions. This OER19 workshop collaboration paper provides some suggestions and social justice literature examples.
The co-editors will be:
Sarah Lambert, Deakin University, sarah.lambert@deakin.edu.au
Laura Czerniewicz, University of Cape Town, laura.czerniewicz@uct.edu.za
Posted on 08 Apr 2019
Each year JIME publishes reviews of some of the latest books released on the topics of educational technology and the role of multimedia technologies in higher education.
Please visit our book reviews page for more information.
Posted on 18 Dec 2018
In April 2017 representatives from 18 countries in Latin America and the Caribbean gathered in São Paulo to discuss the recommendations that would be put forward to the 2nd World OER Congress in relation to mainstreaming OER to achieve the 2030 Sustainable Development Goal on Quality Education. During the discussions that preceded these recommendations, it was noted that countries in Latin America are still in the early stages of adopting OER. This delayed uptake was firstly attributed to the lack of visibility of existing open education initiatives in the region. This Special Collection is an attempt to redress this issue.
Posted on 17 Dec 2018
Learning in the 21st century has been undergoing both subtle and radical transformation as a result of the impact of digital, networked technologies. Under these conditions, open learning can support learners across the globe by providing unprecedented access to information and education. However, it is not the technologies themselves that represent the most significant changes, but rather the opportunities for openness that flow from their thoughtful application through the availability of and access to formal and informal learning. Yet without supporting research to drive the direction of these opportunities, issues related to exclusion and fair access may negatively impact such educational changes.
Within this environment, the in-depth and cutting edge research produced by doctoral students provides important insights into the field. Yet, there is often a lack of publishing opportunities for those in the doctoral process to demonstrate their work in the area of open world learning. Therefore, we invite contributions from current doctoral students to JIME for a special collection issue on doctoral research to address the previously shown transformations in an open world. Submissions to this special issue should have a clear educational focus or application and should illuminate the special contribution of doctoral educational technology research to current realities of education around the world.
Research conducted by doctoral students covers many interdisciplinary topics, and we are looking for submissions that present either joint research between doctoral students or individual doctoral research.
Content can be focused on the doctoral research topic or can include supplementary or Masters thesis work. Submissions are expected to advance knowledge in the field in some way: developing theory, critiquing existing works, or providing analysis or framework for understanding empirical findings. The submissions may be either theoretical or empirical in nature.
Lead authors must include doctoral research students or those individuals who have recently submitted or have been awarded a doctoral degree (within the last 2 years). Supervisors are welcome as co-authors.
THEMES
For this issue on doctoral research in open world learning, themes include but are not limited to:
DEADLINE AND CO-EDITORS
Contributors should take account of JIME’s guidelines for submissions. This is an inclusive call to all doctoral students at any stage, therefore we are also happy to accept WIPs submissions of 2000-3000 words in addition to these guidelines.
The co-editors will be:
Posted on 05 Dec 2018
In this collection, four papers were selected from the EADTU conference for further development and publication.
Read the full collection summary and publication list at https://jime.open.ac.uk/collections/special/eadtu-2017-conference-selected-papers/
Posted on 28 Aug 2018
Last April representatives from 18 countries in Latin America and the Caribbean gathered in São Paulo to discuss the recommendations that would be put forward to the 2nd World OER Congress in relation to mainstreaming OER to achieve the 2030 Sustainable Development Goal on Quality Education. During the discussions that preceded these recommendations, it was noted that countries in Latin America are still in the early stages of adopting OER. This delayed uptake was firstly attributed to the lack of visibility of existing open education initiatives in the region. In this Special Collection the co-editors seek to highlight issues and challenges emerging from the effective implementation of OER policies, initiatives and projects in Latin America; and showcase research on the process of adoption and impact of the use of OER in educational settings in the region.
We invite contributions to JIME, for a special collection issue on open education in Latin America. Submissions to JIME should have a clear educational focus or application, and should illuminate the special contribution that digital media can make to learners' knowledge, understanding or skill. Submissions are expected to advance knowledge in the field in some way, by developing theory, or critiquing existing work, or providing an analysis or framework for understanding empirical findings.
Different kinds of submissions will be judged by different criteria. Ideally, we are looking for integrated submissions that present the theoretical basis for a technology, its design process and implementation, its evaluation, and theoretical implications. However, one or more of these aspects may form the basis for a submission.
For this issue on Open Education in Latin America and the Caribbean, themes include but are not limited to:
Contributors should take account of JIME’s guidelines for submissions.
The co-editors will be:
Tel Amiel (tamiel@unicamp.br)
Beatriz de los Arcos (b.de-los-arcos@open.ac.uk)
Ismar Frango (ismar.silveira@mackenzie.br) and
Virginia Rodés (virginia.rodes@cse.edu.uy)
Posted on 29 Nov 2017
Our most recent publication covers book reviews from several titles, including:
- Understanding Digital Technologies and Young Children by Garvis, S. & Lemon, N. (Eds.)
- Digital Identity and Social Media by Warburton, S. & Hatzipanagos, S. (Eds.)
- Authentic learning for the digital generation: raising the potential of technology in the classroom by McFarlane, A.
- Populism, Media and Education: Challenging discrimination in contemporary digital societies by Ranieri, M
- Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education by Knox, J.
Full reviews onlin, for free, at http://doi.org/10.5334/jime.458
Posted on 12 Oct 2017
This special collection presents research from members of the FutureLearn Academic Network who have been investigating different aspects of teaching and learning in massive open online courses.
Visit the collection table of contents for more information.
Posted on 06 Jan 2017
Each summer JIME publishes reviews of some of the latest books released in educational technology and the role of multimedia technologies in higher education. Reviewers are currently being sought for our 2017 volume. The full list of titles can be found at http://jime.open.ac.uk/about/review-books/.
Reviewers should in the first instance email the Rob Farrow (Book Reviews Editor) with an expression of interest. This should include a brief biographical description indicating your suitability as a reviewer and a list of all volumes you would be willing to review. (Reviews are commissioned on a first-come, first serve basis for qualified reviewers.) Reviews are due on the 28th February 2017 and will be published in the summer edition of JIME.
Reviews should be around 1500-2000 words long and should focus on the relevance of the volume for educational technologists, instructional designers, and educators working in higher education institutions.
Posted on 06 Dec 2016
The Journal of Interactive Media and Technology in Education (JIME) is calling for papers for a special collection on Migrants, education and technologies.
Currently there is large scale migration across Europe, for example, those who are fleeing the conflict in Syria, or seeking better economic conditions. This has led to unprecedented interest in how we support both migrants and refugees in their new homes where they can be at risk of exclusion through linguistic, social and cultural barriers. A range of online and mobile services and resources have been developed for refugees and migrants, mainly by various non-profit organisations and governments. What has been the involvement of target groups in their development and what outcomes have been achieved? Smartphones can be a valuable tool in enabling inclusion, providing access to information resources and language learning on a familiar device during the course of daily activities (Kluzer et al. 2011). Recently, the MASELTOV project (http://www.maseltov.eu, 2012-2015) explored how smartphones might be used in cities to support non-European immigrants’ social inclusion and language learning needs. However, many refugees only have basic phones, and often do not use the internet as this can be expensive and cannot always be accessed reliably. How can technology support migrants and refugees in daily life? How can online and mobile resources help them to continue their education or to develop their skills for work?
We invite contributions to JIME, for a special collection issue on migrants, education and technologies. Submissions to JIME should have a clear educational focus or application, and should illuminate the special contribution that digital media can make to learners' knowledge, understanding or skill. Submissions are expected to advance knowledge in the field in some way, by developing theory, or critiquing existing work, or providing an analysis or framework for understanding empirical findings.
Different kinds of submissions will be judged by different criteria. Ideally, we are looking for integrated submissions that present the theoretical basis for a technology, its design process and implementation, its evaluation, and theoretical implications. However, one or more of these aspects may form the basis for a submission.
For this issue on Migrants, education and technologies, themes include but are not limited to:Contributors should take account of JIME’s guidelines for submissions.
The co-editors will be:
Ann Jones (ann.jones@open.ac.uk)
Agnes Kukulska-Hulme (agnes.kukulska-hulme@open.ac.uk) and
Andrew Brasher (andrew.brasher@open.ac.uk)
Expressions of interest (abstracts) should be emailed to Ann Jones or Agnes Kukulska-Hulme, by the 30th June.
Reference
Kluzer, S., Ferrari, A., & Centeno, C. (2011). Language learning by adult migrants: policy challenges and ICT responses. Seville, Spain: Joint Research Centre Institute for Prospective Technological Studies.
Posted on 01 Jun 2016
Posted on 20 May 2016
Guest editors: James Dalziel
The Journal of Interactive Media in Education (JIME) is very pleased to announce the publication of a new special collection reflecting on the Larnaca Declaration on learning design. Originating from a meeting of Learning Design experts in Larnaca, Cyprus, in 2012 a new conceptual foundation for the field of Learning Design was arrived at in order to better explore theoretical and practical implications of Learning Design in a range of teaching and learning contexts. JIME is happy to publish a selection of articles originating from this meeting within a special collection.Posted on 11 Feb 2016
Technology enhanced learning has the potential to develop and deliver innovative learning opportunities to improve the student learning experience. Learning Design is more important today than ever before with the advent of new virtual learning environments and technological tools where a new set of affordances is needed to support learning. Relatively few studies have investigated how educators in practice are actually planning, designing, implementing and evaluating their learning design decisions. This special edition from the best papers presented at the #Design4Learning conference in 2014 and provides advice in this area through mapping a number of facets of learning designs that should be reviewed before embarking on the production of new curriculum, or revising an existing module. These variables include: the use of new technologies; flipped classrooms; live proctoring of electronic tests; online staff development; together with a strong theoretical framework for the evaluation of an intervention, while also not forgetting to assess the ‘status function’ of claims made about differing Learning Designs. The special issue illustrates that Learning Designs are not static entities. They are complex multifaceted student centred activity schedules that evolve in tandem with the growth in knowledge in any given subject domain.
Visit the collection page for full details.Posted on 19 Jan 2016
JIME has published a special collection featuring selected papers from the Symposium held in 2013 to celebrate the award of a Regius Chair in Open Education to the Open University. Open Education has been an important theme in the history of the University, which adopted a radical open access policy when it opened back in 1969.
In this collection, the open education theme is explored by four complementary papers: two on MOOCs; one on designing for Educational Technology and one on the use of social media for language learning.
Posted on 27 Mar 2015
The Journal of Interactive Media in Education (JIME) invites contributions for a Special Issue that expands on the trends explored in the successful 'Bristol Ideas in Mobile Learning Symposium' (see http://cloudworks.ac.uk/cloud/view/8540), which took place March 6-7, 2014. The Special Issue is due to be published in Spring 2015 and is open to Symposium participants and any interested researchers. Papers will be reviewed following the usual JIME pattern of a double blind review by two reviewers.
Requested contributions should offer any combination of conceptual, critical, design, empirical, theoretical or experimental work that addresses at least one of the following three trends of mobile learning state-of-the-art research:
Examples of key questions in these research trends are provided below (but should not restrict contributions). We expect the Special Issue to contain up to 6 full length reviewed articles and there may also be capacity for two short 'position' papers.
Deadline for the submission of papers: September 22nd 2014.
John Cook, Yishay Mor and Patricia Santos (as co-chairs of the Symposium) are the Guest Editors.
Correspondence: john2.cook@uwe.ac.uk
Under this first trend possible examples of questions are:
Is a key evolving pedagogical affordance of mobile devices the ability to use social media and apps to enable new patterns of connected social learning and work-based practices?
There is dearth of research into social-cultural, mobile learning. Why is this? Is there still a focus on content and information? Is augmentation a key theme for the future of m-learning?
Is personalisation another key affordance of m-learning?
Trend 2: Learning Design for mobile learning at scale.Does Design Research allow us to engage in inquiry surrounding the transformative possibilities for mobile learning? And particularly, is designing for mobile learning at scale a big challenge?
Can designing for mobile learning help unlock the web of individualized choices that are available by encouraging us to design for access to small chunks, and to make these customizable to individual's needs, experience and agency?
What are the main challenges faced when designing for 'mobile learning' at scale, beyond pilots and content-centric approaches?
Where should we situate ourselves in terms of current state of cross-platform development techniques? These falls into two broad approaches: cross-compilation ("native" apps) and mobile web applications ("web" apps).
Does MobiMOOC (https://mobimooc.wikispaces.com/) provide an example of how a mobileMOOC or mMOOC's would work?
Trend 3: Exploring the new thresholds of learning enabled by mobile technologies.When does the experience of personal electronic devices change the nature and affordance of learning?
Are we right to think of mobile learning as breaking boundaries? What implications might this have for learning design or designing for learning?
Participants in new mass communications are now actively engaged in generating their own content and contexts for learning. User/learner-generated context for the London Mobile Learning Group of LMLG (http://www.londonmobilelearning.net/) is conceived in such a way that users of mobile digital devices are being 'afforded' synergies of knowledge distributed across people, communities, locations, time (life course), social contexts, sites of practice (such as socio-cultural milieus) and structures. Of particular significance for the LMLG is the way in which mobile digital devices are mediating access to external representations of knowledge in a manner that provides (equity of) access to cultural resources. Are these helpful concepts? How might they be extended?
What are the key boundary objects or artefacts in mobile learning? What should we expect in the future?
Posted on 24 Apr 2014
Posted on 10 Apr 2014
The International Editorial Board of JIME takes great pleasure in announcing the publication of the Winter 2013 edition of the journal. This special issue focusses entirely on selected papers presented at OER13 conference as well as a perspective piece on OER. It is guest edited by Andy Lane, Anna Comas-Quinn and Jackie Carter. As they explain in their editorial “the main conference themes were Evidence, Experiences and Expectations, and the chosen papers exemplified some of the ways in which OER can link communities both inside and beyond Higher Education.”
You can find the latest issue of JIME at http://jime.open.ac.uk/jime/issue/view/2013-Nottingham-OER
JIME is an open access online journal in educational technology that focuses on the implications and use of digital media in education. The editors aim to publish three issues per year. This winter issue is the third publication of 2013. JIME papers are peer reviewed before publication and you can comment on the published papers on the site, which uses the Open Journal System (OJS) software.
Posted on 06 Dec 2013
The International Editorial Board of JIME is pleased to announce the publication of the Autumn 2013 edition of the journal which contains 5 articles and a book review. Three papers cover different aspects of learning design, one examines how an online collaboration tool was used to enhance the learning experience for anthropology students and the other paper reflects on the OU institutional approach to pedagogy and technology. The book review gives a UK view of a US perspective of online protocols for teaching and learning.
You can find the latest issue of JIME at http://jime.open.ac.uk/jime/issue/view/2013-Autumn
JIME is an open access online journal in educational technology that focuses on the implications and use of digital media in education. The editors aim to publish three issues per year. This autumn issue is the second publication of 2013. JIME papers are peer reviewed before publication and you can comment on the published papers on the site, which uses the Open Journal System (OJS) software.
Posted on 15 Oct 2013
The International Editorial board of JIME is pleased to announce that the Spring 2013 Issue of the Journal of Interactive Media in Education (JIME) has been published. This issue contains three very different articles and two book reviews. The articles include one which explores digital curation tool Spotify, a paper which examines the use of Second Life for a particular aspect of teacher training and one which focusses on perceptions of OER across eight community colleges in the US.
JIME is an open access journal, launched by the Open University in 1996, which focuses on the theories, practices and experiences in the educational technology field. The journal fosters rigorous debate on theory and practice of digital media in education, with the aim of radically improving teaching and learning. Articles go through a typical peer review process and once the papers are published online, anyone who registers on JIME is able to comment and discuss them on the site.
JIME welcomes new submissions for its forthcoming issues, so if your paper, website, or multimedia artefact fits the profile of JIME, please submit it by the dates listed on the JIME website. Full instructions for submitting articles can be found at http://jime.open.ac.uk/jime/about/submissions.
Posted on 22 Apr 2013
The International Editorial board of JIME is very happy to announce that the Winter 2012 edition of the Journal of Interactive Media in Education (JIME) has been published. This issue focusses on a perspective article by Sir John Daniel about Massive Open Online Courses (MOOCs). The paper is published by JIME following its first release as a paper produced as part of a fellowship at the Korea National Open University (KNOU). Both the original and this republication are available non-exclusively under Creative Commons Attribution (CC-BY). Apart from this note and minor editorial changes the paper is unchanged.
JIME is an open access journal, launched by the Open University in 1996, which focuses on the theories, practices and experiences in the educational technology field. The journal fosters rigorous debate on theory and practice of digital media in education, with the aim of radically improving teaching and learning. Articles go through a typical peer review process and once the papers are published online, anyone who registers on JIME is able to comment and discuss them on the site.
JIME welcomes new submissions for its forthcoming issues, so if your paper, website, or multimedia artefact fits the profile of JIME, please submit it by the dates listed on the JIME website. Full instructions for submitting articles can be found at http://jime.open.ac.uk/jime/about/submissions
Posted on 17 Dec 2012
The International Editorial board of JIME is pleased to announce that the Autumn edition of the Journal of Interactive Media in Education (JIME) has been published. This issue focusses on the successful OER Conference held in Cambridge during 2012. The Cambridge OER conference was jointly hosted by the OpenCourseWare Consortium (OCWC) and the Support Centre for Open Resources in Education (SCORE). Seven papers were selected by the guest editors Anna Comas-Quinn, Alannah Fitzgerald and Ian Fairweather to highlight the key themes of innovation, impact and collaboration for advancing OpenCourseWare and Open Educational Resources globally.
JIME is an open access journal, launched by the Open University in 1996, which focuses on the theories, practices and experiences in the educational technology field. The journal fosters rigorous debate on theory and practice of digital media in education, with the aim of radically improving teaching and learning. Articles go through a typical peer review process and once the papers are published online, anyone who registers on JIME is able to comment and discuss them on the site.
JIME welcomes new submissions for its forthcoming issues, so if your paper, website, or multimedia artefact fits the profile of JIME, please submit it by the dates listed on the JIME website. Full instructions for submitting articles can be found at http://jime.open.ac.uk/jime/about/submissions
Posted on 07 Dec 2012
Posted on 09 Oct 2012
The International Editorial board of JIME is delighted to announce that the Spring edition of the Journal of Interactive Media in Education is now available online. This is a special edition which features four papers exploring different aspects of Open Educational Resources. The issue also includes three book reviews of great topical interest about gaming in education and using digital media in schools.
JIME is an open access journal, launched by the Open University in 1996, which focuses on the theories, practices and experiences in the educational technology field. The journal fosters rigorous debate on theory and practice of digital media in education, with the aim of radically improving teaching and learning. Articles go through a typical peer review process and once the papers are published online, anyone who registers on JIME is able to comment and discuss them on the site.
JIME welcomes new submissions for its forthcoming issues, so if your paper, website, or multimedia artefact fits the profile of JIME, please submit it by the dates listed below.
From 2012 JIME will be published 3 times per year, with a Spring, Summer and Winter issue. To allow time for reviewing and editing the Editors ask that submissions are received by the following dates:
Spring issue (end of December)
Summer issue (end of April)
Winter issue (end of July)
Full instructions for submitting articles can be found at http://jime.open.ac.uk/jime/about/submissions
Posted on 27 Mar 2012
To mark the 30th anniversary of the Computers and Learning Research Group (CALRG) a conference was held in 2009 and papers invited. These papers are reflective and review the contributions made to research by each of the members of CALRG who submitted. The CALRG special issue was edited by Dr Kim Issroff (The Open University).
The special issue is currently in pre-print and will be finalised by the end of Januray 2011
Posted on 23 Dec 2010
This special issue of JIME is edited by Professor Tom Boyle (London Metropolitan University) and contains papers developed from submissions to the OER10 conference on Open Educational Resources.
OER10 took place in Cambridge in March 2010 more details of the conference are available at http://www.ucel.ac.uk/oer10/
A second conference OER11 will take place in Manchester in 2011 http://www.ucel.ac.uk/oer11/
Posted on 10 Dec 2010