Tag Archives: Call for Papers

Call for Papers for a special issue on Massive Open Online Courses (MOOCs)

The MERLOT Journal of Online Learning and Teaching (JOLT at http://jolt.merlot.org/) has just released a Call for Papers for a special issue on Massive Open Online Courses (MOOCs), to be published in Summer (June) 2013. The Guest Editors of the special issue are George Siemens (Athabasca University), Valerie Irvine (University of Victoria), and Jillianne Code (University of Victoria).

Proposals in the form of extended abstracts (500 words) are due on November 15, 2012, with full manuscripts due on January 31, 2013.

The full Call for Papers is available at the following URL:


Please feel free to share this information with others who you think might be interested.

Mark J. W. Lee (Charles Sturt University)
Editor, MERLOT Journal of Online Learning and Teaching (JOLT)
Email: jolteditor@merlot.org

Call for Papers on Emotions in Online Learning

The Internet and Higher Education

Special Issue Call for Papers on, Emotions in Online Learning Environments: Theory, Research, and Practice

Special Issue Editor: Anthony R. Artino, Jr. Ph.D.

Scholars have recently called for more inquiry on the role of emotions in education.  Although the dynamics of emotions that emerge during online learning may be less apparent than those experienced during traditional classroom instruction, limited empirical evidence suggests that emotions are important contributors to learning and achievement in online environments.  However, educators currently know little
about the complexity of student and teacher emotions and their potential influence on academic outcomes in online contexts.

Accordingly, The Internet and Higher Education (INTHIG) invites papers for a special issue focusing on understanding the role of emotions in online learning environments (OLEs).  Specific areas of interest include, but are not limited to:

  • How emotions develop and evolve in OLEs;
  • How students and teachers regulate their emotions in OLEs;
  • Emotional states and traits in online learning processes;
  • Assessing emotions in OLEs;
  • The influence of emotions on cognition, motivation, behavior, collaboration, and achievement in OLEs;
  • The emotional experience of being an online instructor;
  • How emotional factors can be integrated into existing theories of online learning; and
  • OLE design features and instructional activities that impact student and teacher emotions.

Manuscripts that focus on theoretical, empirical, and practical issues will be considered, and manuscripts that employ qualitative, quantitative, and mixed-methods designs are welcomed and encouraged. All submissions should follow the usual format for INTHIG submissions and should adhere to existing INTHIG Author Guidelines, which can be found on the submission website (see link below).

Authors are requested to submit manuscripts via the Elsevier Editorial System no later than June 1, 2011.  The submission website can be found at http://ees.elsevier.com/inthig.  To ensure all manuscripts are correctly identified for inclusion into the special issue, authors are asked to please select << Emotions in OLEs >> when they reach the “Article Type” step in the submission process.

To request additional information, please contact the Special Issue Editor:

Anthony R. Artino, Jr., Ph.D., Assistant Professor
Department of Preventive Medicine and Biometrics
Uniformed Services University of the Health Sciences
4301 Jones Bridge Road, Bethesda, Maryland 20814
Phone: (301) 319-6988, Email: anthony.artino@usuhs.mil (email preferred)

The Internet and Higher Education — Call for Papers on Social Media

The Internet and Higher Education

Call for papers

Special Issue: Social Media in Higher Education

Guest editors

Stefan Hrastinski, Assistant Professor, KTH Royal Institute of Technology

Vanessa Dennen, Associate Professor, Florida State University

The social media hype has created a lot of speculation among educators on how these media can be used to support learning. In this special issue, we would like to explore how social media can be taken advantage of in higher education to support informal and formal learning. It is well agreed upon that most learning takes place outside school in our everyday lives. On campuses, there are common spaces such as hallways, lounges, libraries, and cafés, which support informal learning better than classrooms or lecture-halls. Social media have potential to support learning in both informal and formal settings, as well as creating an entirely new setting in which learning may take place. We can learn a lot from how students are already using such media to support learning in each of these areas.

Although most would agree that emerging social media support learning in new ways, we still know little about how students currently use social media to support learning. Prensky put forth the dichotomy of “digital natives” and “digital immigrants” when arguing that technology has dramatically changed the way students of higher education live and learn. Similar arguments have labeled today’s students the net generation, millenials, homo zappiens, generation M and generation Y – labels intended to differentiate their relationship to and use of technology from that of previous generations of learners.  However, a growing body of literature questions whether there is really a sharp and fundamental break between today’s young people and previous generations in terms of their adeptness with technology and how they learn. Although we see today’s youth using many social media tools, some tools are more frequently used by older people. Similarly, some are readily adopted by students for personal use, whereas other social media tools have been relegated to as-required or as-assigned use and have been met with resistance. Thus, there are many perceptions of the role social media plays in education, some of which are myths and other are realities. We believe it is time to go beyond the simple dichotomies of the digital natives debate in order to understand how emerging social media can support students’ informal and formal learning. We need to move forward from saying that “students learn in new ways” towards conducting rigorous research that can help us understand the role of social media in higher education.

In this issue, we seek articles that present the outcome of rigorous studies of social media use in higher education as well as articles that help provide strong theoretical guidance for the directions future research might take.

Authors are requested to submit manuscripts via the Elsevier Editorial System (EES) no later than March 15, 2011. You need to select “Social Media in Higher Ed” when you reach the “Article Type” step in the submission process. Contact the Special Issue Editors if additional information is required:

Dr. Stefan Hrastinski

Assistant Professor

KTH Royal Institute of Technology


Dr. Vanessa Dennen

Associate Professor

Florida State University


Important dates

Deadline for paper submission: March 15, 2011

Notification of acceptance: May 15, 2011

Camera-ready version of accepted papers: July 15, 2011

Publication date: End of 2011