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Call for Papers for an ETR&D Special Issue

August 1st, 2019​ Deadline:
Call for Papers for a Special Issue in Educational Technology Research and Development (ETR&D)
 
Systematic Reviews of Research on Learning Environments and Technologies
(Note: to be published in late 2020 or early 2021)
 
Special Issue Editors
Dr. Florence Martin
Professor, Learning, Design and Technology, University of North Carolina Charlotte, https://edld.uncc.edu/directory/florence-martin
Florence.Martin@uncc.edu
 
Dr. Vanessa P. Dennen
Professor, Instructional Systems & Learning Technologies, Florida State University, https://education.fsu.edu/faculty-and-staff/dr-vanessa-paz-dennen
vdennen@fsu.edu
 
Dr. Curtis J. Bonk
Professor, Instructional Systems Technology, Indiana University,
http://curtbonk.com/ or https://education.indiana.edu/about/directory/profiles/bonk-curt.html
cjbonk@indiana.edu
 
Background
There has been an increase in the use of learning technologies such as MOOCs, social media, open educational resources, synchronous online technologies, adaptive technologies, mobile technologies etc. These technologies are referred to as emerging technologies, a term that indicates that their status and use in educational contexts is still fairly fluid (Veletsianos, 2010). Early research in an area typically focuses on what Borko (2004) refers to as “existence proofs,” or one-off studies of individual implementations. It takes time for a more systematic, mature body of research to emerge, and for research gaps to fill in. This special issue brings together a collection of systematic review articles, each focusing on a different aspect of emerging learning technologies. This has led to a need for a strategic approach to review research on the use of these emerging learning environments and technologies. Systematic Reviews is a methodology used to systematically examine secondary data from published studies and synthesize and report findings based on the research questions. Meta-analysis studies are also considered as systematic reviews.
 
Focus and Scope
The intent of the special issue is to provide an overview of the current state of research on various emerging technologies, to characterize the major findings or implications of this research, as well as to identify gaps and opportunities for future researchers.
 
Timeline for Special Issue
 
June 1st, 2019 Call for Proposals for the Special Issue on Systematic Reviews of Research on Learning Environments and Technologies is open.
August 1st, 2019 Outline of 750 word proposal of the proposed manuscript due to the Guest Editors. Submit through the dropbox file request link. Please name your file by lastname_shortenedproposaltitle.
August 15th, 2019 Invitation to submit Full Manuscript sent to authors.
November 1st, 2019 First draft of paper due. Submit manuscript via Editorial Manager (https://www.editorialmanager.com/etrd/).
March 1st, 2020 Review completed and author(s) notified of decision.
May 1st, 2020 Revised manuscript due. Submit via Editorial Manager.
July 1st, 2020 Feedback due to author on revised manuscript.
September 1st, 2020 Final manuscript due by author to Editorial Manager.
October 1st, 2020 Final manuscript accepted and sent to publisher.
Early 2021 Publication of Paper in Online First.
 
Submission Information
Please prepare your manuscript following the Instructions for Authors on the journal homepage (www.springer.com/11423).
 
Submit your manuscript via https://www.editorialmanager.com/etrd/. Log into Editorial Manager. Select New Manuscript. Select Article Type” “S.I.: Systematic Reviews of Research on Learning Environments and Technologies.”
          
We seek a broad range of potential papers for this special issue, including authors who have published in ETRD previously and those who have not. Please share this call for papers widely within your networks.
 
Example Contributions
The following are examples of previous systematic reviews on emerging learning environments.
 
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of educational research, 74(3), 379-439.
Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490-501.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.
Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2).
Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.
 
References
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational researcher, 33(8), 3-15.
Veletsianos, G. (2010). A definition of emerging technologies for education. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 3-22). Athabasca, Canada: Athabasca University Press.
 


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