Open Access Journals on Teaching & Learning

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.

Radical Pedagogy is an interdisciplinary, peer reviewed, academic journal devoted to the analysis of teaching and learning as well as the institutional, political, and social aspects of education that impact critical pedagogical theory and practice. The journal is especially concerned to address these issues within the contexts of gender, race, ethnicity, sexualities, class, space and linguistics. Radical Pedagogy is a forum committed to a critical and progressive examination of the important debates and discourses within the field.

The International Journal of Critical Pedagogy is committed to publishing original articles that propose innovative understandings and applications of critical pedagogy. The journal covers a wide range of perspectives in areas such as: diversity, popular culture, media literacy, critical praxis, and experimental methodologies.

The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment.The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.

The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education. JOLT welcomes papers on all aspects of online learning and teaching in higher education. Topics may include, but are not limited to: learning theory and the use of multimedia to improve online learning; instructional design theory and its application to online learning; online learning and teaching projects and initiatives; use of emerging web-based tools and technologies in online education; blending of online and face-to-face teaching modes; networked learning using mobile devices; innovative online learning and teaching strategies and practices.

The International Journal of Learning and Media (IJLM) provides a forum for scholars, researchers, and practitioners to examine the changing relationships between learning and media across a wide range of forms and settings. Our focus is particularly, but by no means exclusively, on young people, and we understand learning in broad terms to include informal and everyday contexts as well as institutions such as schools. We are especially interested in the broader social and cultural dimensions of these issues and in new and emerging media technologies, forms, and practices. We are particularly keen to promote international and intercultural exchange and dialogue in the field and encourage contributions from a variety of academic disciplines and perspectives, including papers from practitioners and policy-makers.

Research in Learning Technology is the peer reviewed Open Access journal of the Association for Learning Technology (ALT). It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry.

IJEA is an open access platform for scholarly dialogue. Our commitment is to the highest forms of research and scholarship invested in the significances of the arts in education and the education within the arts. The journal publishes peer-reviewed research-based field studies including, aesthetics, art theory, music education, visual arts education, drama education, dance education, media education, education in literature, and narrative and holistic integrated studies that cross or transcend these fields.

The McGill Journal of Education (MJE) is a peer-reviewed, interdisciplinary, open access, bilingual scholarly journal published three times a year. Embracing a broad conception of education, the MJE is dedicated to connecting educational research, theory, policy and practice by inviting thoughtful and critical submissions from scholars and practitioners working in diverse areas of education and learning in Quebec, Canada and internationally. These include formal, non-formal, informal, or incidental forms of teaching and learning; from preschool to adult education; in a range of social settings within and outside of school, and community/popular education contexts. The journal welcomes critical discussion and debate on issues in education through its regular and guest themed issues. Recent themes have included such topics as: Canadian education, Quebec education, Indigenous education, evolution education, mentoring, learning in social action, schools and the courts, student engagement, young people and media, and narrative. A primary goal of the MJE is to open spaces for the exchange of ideas across disciplinary boundaries and among diverse audiences (academic, practitioner, broader public). For this purpose, the journal will feature avenues for peer-reviewed (blind review) and non-peer-reviewed (editorial) publications and discussion forums; the journal also publishes book reviews. Another of its major goals is to provide a window on developments in education and learning in the Quebec context as well as throughout Francophonie by encouraging English- and French-language submissions. MJE is also committed to supporting the work of emerging scholars.

Collected Essays on Learning and Teaching (CELT) publishes peer-reviewed scholarly and practice-based articles associated with the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). The intent is to challenge conference presenters to convert the essence of their peer-reviewed sessions into essay form for a wide readership interested in teaching improvement practices in higher education. CELT is indexed in ERIC, the database of the Education Resources Information Center.

Academic institutions are starting to recognize the growing public interest in digital humanities research, and there is an increasing demand from students for formal training in its methods. Despite the pressure on practitioners to develop innovative courses, scholarship in this area has tended to focus on research methods, theories and results rather than critical pedagogy and the actual practice of teaching.

The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors’ experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field’s cultural assumptions and social obligations to its political visions.

Digital Humanities Pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline, ensuring its ongoing development, vitality and long-term sustainability.

ASEAN Journal of Teaching & Learning in Higher Education (AJTLHE) is devoted to the dissemination of information on teaching and learning in higher educational context. It is published twice a year (January & July) on the Web. AJTLHE is a fully refereed electronic open access journal that publishes articles, research studies, reports and book reviews related to teaching and learning in higher education.

The Australasian Journal of Educational Technology is the journal of ascilite, the Australasian Society for Computers in Learning in Tertiary Education. It aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. Please see About-Focus and Scope for a more detailed description of the scope of the journal.

InSight: A Journal of Scholarly Teaching is a scholarly publication designed to highlight the work of postsecondary faculty. It is a refereed scholarly journal published annually by the Center for Excellence in Teaching and Learning (CETL) at Park University.

InSight emphasizes the enhancement of post-secondary education through the professional exchange of scholarly approaches and perspectives applicable to the enrichment of teaching and learning. Relevant to this mission, articles are geared toward post-secondary faculty and administrators; included in this audience are full-time and adjunct faculty; face-to-face, hybrid and online faculty; tenure and non-tenure track instructors; trainers in corporate, military, and professional fields; adult educators; researchers; and other specialists in education, training, and communications.

Recognizing the cross-disciplinary readership of InSight, articles present material generalizable enough to have relevance to post-secondary instructors from a range of disciplines.

The Journal of Learning Design is an open-access peer-reviewed multidisciplinary forum. Its focus is on the systematic study and investigation of pedagogy and learning design in higher education, with a focus on the innovative use of technology. The scope is unlimited in terms of discipline areas addressed and in technologies investigated. The readership of the journal is interested in the design of learning experiences for higher education students in online, blended and offline learning environments.

eCULTURE is an annual conference conducted at Edith Cowan University. This conference provides staff and students with the opportunity to showcase innovation in the field of learning and teaching. It encourages scholarship in teaching, the demonstration of best practice and facilitates the exchange of ideas. The focus is on previously unpublished research, case studies and best practice show cases in the field of learning and teaching.

Student Success: A journal exploring the experiences of students in tertiary education Student Success (formally the International Journal of the First Year in Higher Education) is a biannual, open access, peer-reviewed journal with one issue linked to the International STARS Conference.

This Journal provides the opportunity to disseminate current research and innovative good practices about students’ tertiary learning experiences. Researchers, tertiary teachers and professional staff who are advancing student learning, success and retention in the tertiary sector are encouraged to submit.

with new ideas, methodologies or discoveries that might be risky but have potential to open up new avenues in the field of learning and instruction. Frontline Learning Research is an open-access electronic-only journal that publishes articles on issues and trends occurring internationally in research on learning and educational sciences. Among others, the journal focuses on articles in the following fields of research: research on learning and instruction in formal and informal contexts, multidisciplinary research on learning and learning environments, new theoretical and methodological approaches in learning sciences, insights into learning research from disciplines other than educational sciences or psychology (e.g., cognitive neuroscience, computer science, philosophy, sociology). FLR also welcomes commentaries aimed at triggering discussion about important theoretical and methodological questions about the published articles. Indicatively, the following research is encouraged to submit its work to Frontline Learning Research: ·    Studies focusing on issues and ideas encountered in relatively new fields, lacking a long line of research. This lack of well-developed theoretical framings and of articulated theoretical constructs and ideas, provides an avenue for initiating useful and productive scientific discussion on a range of issues. These include internal inconsistencies, phenomena which appear inconsistent with the predictions derived from the corresponding theoretical framework and available empirical evidence, indicating flaws in underlying assumptions or premises ·    Studies seeking to make connections between previously unconnected established lines of research so as to integrate different theoretical frameworks ·    Studies using an innovative research methodology that offers a different perspective on how to conceptualise and pursue certain research questions.

Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum. The themes of articles include:Data-driven studies: formal research projects with appropriate statistical analysis, formal hypotheses and their testing, etc. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy.Reviews: Literature reviews illuminating new relationships and understanding, meta-analysis, analytical and integrated reviews, etc.Case studies: To be considered a case study, a manuscript should focus on an intense analysis of a specific teaching situation or problem that led to a solution. Case studies should have the following components: description of the teaching situation or problem, solution or solutions attempted, quantitative or qualitative analysis of the effectiveness of the solution, reflection on the implications and possible generalization to other settings or populations.Invited Comments: Comments about previously published manuscripts.Invited Essays: Discussion of a topic not tied to a previously published manuscript.

Mountain Rise is particularly interestednin publishing articles that fit our mission to provide relevant and cutting edge SOTL to an international audience in higher education. There are several general SOTL journals out there, and we believe that we stand apart because of our emphasis on pushing the envelope in terms of form, content, and method for SOTL. Although we accept good SOTL of any kind, we particularly welcome SOTL that challenges our conventional ideas of scholarship in teaching and learning.Articles are to focus upon research in any area of pedagogy or focus upon current issues in teaching & learning and the practical implications of that research for teaching and learning in higher education. Some possible directions include but are not limited to the following:Explain a particular problem in teaching and/or the learning experience and, based upon research, provide a solution with justification and results and how those results are to be understoodPresent a personal case study or pedagogical problem, how and why it was researched as it was, the results, and the evaluation of those results with suggestions for further changesExplain the perspectives and expectations of students today on teaching & learning based upon measured investigation, interviews, etc. and what are their reasons and the implications of those perspectives for faculty

Transformative Dialogues (TD) is a forum for conversations intended to foster the improvement of teaching and learning in post-secondary education. TD facilitates the multi-disciplinary intellectual debate and inquiry, exchange of ideas, actions, and results of innovative and professional practice in the Scholarship of Teaching and Learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. The international dialogues are focused on improving faculty and, therefore, student learning, and critical thought processes in their current and future lifelong learning. The editorial board recognizes that scholarship may play out differently in different disciplines, but, as Ernest Boyer pointed out in Scholarship Reconsidered (1992), the basic principles should be consistent.The journal promotes the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. TD welcomes relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via interactive technologies.

Cogent Education is a fully peer-reviewed, open access, international scholarly journal. It's mission is to help researchers publish their work for a global audience and discover new and exciting connections. Cogent Education considers original research articles and review articles in any of the following branches of educational research: • Curriculum & Teaching Studies • Educational Assessment & Evaluation • Educational Leadership & Management • Education Policy • Educational Psychology & Counselling • Information & Communications • International & Comparative Education • Professional Education & Training • Student Learning, Childhood & Voices • Teacher Education & Development.

The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) publishes high quality scholarship that addresses the teaching and learning interests of universities and colleges across Canada. Consistent with the goals of STLHE, CJSoTL is a trans-disciplinary, peer-reviewed, open-access electronic journal designed to: establish a scholarly forum for the exchange of ideas and information about teaching and learning; encourage the sustainable advancement of teaching and learning capacity and scholarship; facilitate the development and dissemination of scholarly activity that sheds new light on student learning and teaching practice; expand the recognition of teaching and learning excellence, innovation, and scholarship; and provide an infrastructure for the encouragement, promotion, modeling, and sharing of the scholarship of teaching and learning across all Canadian post-secondary institutions.

The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging peer-reviewed articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms. For over 40 years, researchers have lacked an outlet for sharing their findings with other educators and scholars who were interested in problem-based learning (PBL) as a pedagogical method. In the past, when educational journals published problem-based learning research, they did so with a single focus on the use of PBL in the specific discipline they represented. The Interdisciplinary Journal of Problem-based Learning (IJPBL) remedies this problem by offering a forum for all PBL research across disciplines. This scholarly journal publishes relevant information about problem-based learning pedagogy and is the first, and only, journal of its kind.

The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is the dissemination of knowledge for improving higher education pedagogy. Electronic distribution of IJTLHE maximizes global availability.