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Journal of Computer Assisted Learning is a peer-reviewed journal published by Wiley, covering Innovative Teaching and Learning Methods, Online and Blended Learning, Online Learning and Analytics.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Computer Assisted Learning 12 (3): 45–58.
Formats any DOI in Journal of Computer Assisted Learning style. No sign-up. |
| Publishes research in | Innovative Teaching and Learning Methods Online and Blended Learning Online Learning and Analytics Visual and Cognitive Learning Processes Educational Games and Gamification |
| ISSN | 0266-4909 |
| Citation impact (2-yr) | 6.59 |
| h-index | 158 |
| i10-index | 1,539 |
| Total citations | 111,216 |
| Article processing charge | $3,760 |
| Top institutions publishing here | University of Twente |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to…
Abstract The difficulties of learning science are related to the nature of science itself and to the methods by which science is customarily taught without regard to what is known about children's learning. An information processing model is proposed to guide thinking and research in this area.
Abstract Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who…
Abstract We present three studies in mobile learning. First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety‐nine percent send e‐mail on their mobile phones, exchanging some 200 e‐mail messages each week. Sixty‐six percent e‐mail peers about classes; 44% e‐mail for studying. In…
Abstract This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone.…
