Editorial Volume 48 Issue 2

Authors

  • Martha Cleveland-Innes Athabasca University

DOI:

https://doi.org/10.21432/cjlt28399

Keywords:

Academic integrity, technology integration, Knowledge Building, Digital competence, Virtual laboratories, Scholarship of Teaching and Learning

Abstract

The field of education technology, and related subject areas attendant to it, welcomed millions of new participants during the COVID-19 pandemic. According to UNESCO, the education experiences of more than 1.4 billion students were disrupted in ways that will impact them, and those around them, for years to come. This journal has a significant role to play for documenting these experiences and the research that followed. Evidence about the use of learning technologies for learning in many new education spaces and geographic places is now available. Interest in the topic of technology-enabled learning has increased exponentially and submissions documenting these new experiences, insights, research findings, and practice applications have continued to grow. Our journal supports scholars long involved in, or new to the topic of, technology-enabled learning design and delivery.

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Published

2023-01-21

Issue

Vol. 48 No. 2 (2022): Summer

Section

Editorial

License

Copyright (c) 2022 Martha Cleveland-Innes

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright Notice

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.