While each private higher education institution is unique, scholars, professors, academic managers, and institutional leaders worldwide face the same problems and concerns. In addition to providing a forum for ongoing debate among academics, IJPHE provides possibilities for exchanging research findings, experiences, and perspectives. Seeking to produce knowledge about private higher education worldwide covering any related topic.
Hybrid Pedagogy is an an open-access, peer-reviewed academic journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It voids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications and invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective.
Hybrid Pedagogy remains centered on praxis — the blend of theory and practice that develops with experience and reflection. Articles in this journal combine personal experience, current conversations in academia, and a theoretical foundation that presumes the value, strength, and independent thinking of all learners. As such, Hybrid Pedagogy is not ideologically neutral. The journal’s principles can be found not only in its name and in articles like “What is Hybridity?”, but also in the works of critical pedagogues like Paulo Freire and bell hooks.
Education happens everywhere — all the time — and people must be empowered to learn and teach throughout their lives. And because technology appears everywhere and is incorporated in all aspects of our lives, from the device you’re using to read this to the designed textiles you’re wearing, people must also be empowered to conscientiously evaluate the role of technology in their learning and teaching. Thus, Hybrid Pedagogy exists to explore those connections: the contact points and interconnectedness of learning, teaching, and technology in our lives. Our work is the work of advocacy — advocating for teachers, advocating for marginalized voices in education, but first and foremost advocating for students and learners.
The Journal of Applied Research in Higher Education is an online peer-reviewed Journal, the central aim of which is to promote improved practice by encouraging informed debate into pedagogic and related matters in higher education.
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited.
This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas; Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning; Innovation, change, and reflections on current practices. Issues around teaching and learning, especially those discussions which seek to inform practice are encouraged, ensuring the journal has validity and relevance in the fast-change higher education landscape.
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy (ISSN 2378-2323 print, ISSN 2378-2331 online) is the first open access, peer reviewed journal focused on the intersection of popular culture and pedagogy. While some open access journals charge a publication fee for authors to submit, Dialogue is committed to creating and maintaining a scholarly journal that is accessible to all—meaning that there is no charge for either the author or the reader.
The Journal is interested in contributions that offer theoretical, practical, pedagogical, and historical examinations of popular culture, including interdisciplinary discussions and those which examine the connections between American and international cultures. In addition to analyses provided by contributed articles, the Journal also encourages submissions for guest editions, interviews, and reviews of books, films, conferences, music, and technology.
IDEA Papers publish peer-reviewed scholarly papers of a theoretical/conceptual and applied nature that contribute to the understanding of higher-education faculty teaching, evaluation, and development; and leadership evaluation and development.
Papers representing all aspects of teaching and academic leadership are welcomed including reflections, reviews of research, guidelines for effective practice, and research-based suggestions for improving teaching, student learning, and leadership. The series, however, does not publish papers whose primary purpose is to report the method and results of an empirical study.If you are looking for additional resources to support improved teaching and student learning, look at our IDEA Notes on Instruction and our IDEA Notes on Learning.
An an online peer-reviewed international academic journal exploring the complex relationship between literacy and technology in educational, workplace, public, and individual spheres.
The Journal of Literacy and Technology provides a free, accessible scholarly forum for all interested parties to explore and debate issues pertinent to novel literacies and digital culture. Part of the mission of The Journal of Literacy and Technology is to open new spheres of academic conversation, with the goal of making ideologies and assumptions apparent and considering possibilities and alternatives.
"Seminar.net" is an international journal, which publishes refereed articles dealing with research into theoretical or practical aspects related to the learning of adolescents, adults and elderly, in formal or informal educational settings. The use of information and communication technologies in general in these settings is a vital field of interest for the journal.
The aim of Seminar.net is to raise critical issues as to how ICT and media is used in education and in society, in order to promote democratic values, equity and justice in the field of education. The journal will publish philosophical, analytical and empirical contributions, addressing various fields coined as adult education, higher education, distance education, flexible or blended education, lifelong learning, human resource development, organizational learning etc. Seminar.net will seek a role as an influential source for the promotion of participation and reflexivity in the social construction of the development of educational technology.
Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.
We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.
DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com
Spark: UAL Creative Teaching and Learning Journal is an open-access online journal for university teachers, researchers and students with a focus on exploring all aspects of teaching and learning in arts, design and communication. Spark is published by the Teaching and Learning Exchange twice a year.
The journal is a creative space for the UAL community to:
The IJoTE is a double-blind peer-reviewed journal freely available online. The aim of the IJoTE is to publish articles that contribute significantly to the body of knowledge. It publishes both theoretical and empirical articles and case studies relating to teaching & education, higher education, e-learning, distance education and related disciplines. Published articles use scientific research methods, including experimental methods, case studies and historical analysis. The IJoTE may target scientists, researchers, professors, students and policy makers focused on teaching & education, higher education, e-learning, distance education and related domains.
