The Journal of e-learning Research (JELR) is a peer-reviewed journal contributing to the practical, theoretical and experimental understanding of technologies and their impacts on pedagogy and educational policies at various levels. JELR provides a multidisciplinary platform for research on various aspects of learning and education ranging from the way people learn, implementation and management of e-learning programs and initiatives, to the e-learning environments in various contexts. The journal also concentrates on topics elaborating the increasing operational efficiency of e-learning application, as well as technological system development challenges.

Currently, four issues of the Journal are published annually. The JELR Journal employs a rigorous peer-review system and all submitted manuscripts undergo a double-blind peer-review process before publication by at least two Review Board members or selected qualified readers. Any manuscript out of the Journal’s scope or of low-quality will be rejected. Prior discussion on the paper is welcomed by the Journal editors.

Scientifically robust research papers, Book Reviews, and case studies that contribute to theory and practice in e-learning are invited for submission:

  • Research Papers: Qualitative or quantitative papers - empirical or theoretical in nature- with completed research findings considered in this category. In certain cases, and upon the editorial acceptance, work-in-progress manuscripts will also be considered for publication.
  • Case Studies: Case study works elaborating on educational and pedagogical practices within the areas of curriculum design, planning, implementation, and assessment modules are invited for submission.
  • Book reviews

JELR seeks to promote and disseminate knowledge of the various topics of e-learning Research. Disciplinarily, submissions are thus welcome from all fields of inquiry since the editors recognize that in many cases high-quality research may not fit into any predetermined category.