Research and Practice in Technology Enhanced Learning (RPTEL)

Research and Practice in Technology Enhanced Learning (RPTEL)
 is an open-access journal published by The Asia-Pacific Society for Computers in Education (APSCE) starting from 2011.

We target an uplifting positive experience for our authors and readers worldwide, supporting open access for readers and no publication fees for authors. We also aim for a swift and responsive process for publishing Scopus-indexed scholarly articles in our research community.

Aims and scope

Research and Practice in Technology Enhanced Learning (RPTEL) is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning. RPTEL is the official journal of The Asia-Pacific Society for Computers in Education (APSCE). The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning. The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region. The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest. Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels. A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice.

Vol. 17 (2022): RPTEL

Published: 05-01-2022

Robot lecture for enhancing presentation in lecture

Tatsuya Ishino, Mitsuhiro Goto, Akihiro Kashihara

Contemporary communication conduit among exemplar school principals in Malaysian schools

Emelia Fantoza Saraih, Su Luan Wong, Soaib Asimiran, Mas Nida Md. Khambari

The role of motivation in MOOCs’ retention rates: a systematic literature review

Mehdi Badali, Javad Hatami, Seyyed Kazem Banihashem, Ebrahim Rahimi, Omid Noroozi, Zahra Eslami

Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: a cross-comparative analysis

Victoria I. Marín, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, Insung Jung, Yasar Kondakci, Paul Prinsloo, Jennifer Roberts, George Veletsianos, Junhong Xiao, Jingjing Zhang

The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

Abdul Hafaz Ngah, Nurul Izni Kamalrulzaman, Mohamad Firdaus Halimi Mohamad, Rosyati Abdul Rashid, Nor Omaima Harun, Nur Asma Ariffin, Noor Azuan Abu Osman

Creating concept maps with augmented reality: a case of eclipse of the lunar and solar topic

Ünal Çakıroğlu, Samet Atabaş, Merve Aydın, Ilknur Özyılmaz

Are primary education teachers trained for the use of the technology with disabled students?

José María Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero

Identifying predictors of digital competence of educators and their impact on online guidance

Francisco D. Guillén-Gámez, Teresa Linde-Valenzuela, Marta Ramos, María J. Mayorga-Fernandez

Digital technology supporting English learning among Indonesian university students

Didin Nuruddin Hidayat, Jee Young Lee, Jon Mason, Teguh Khaerudin

Developing an interactive PBL environment via persuasive gamify elements: a scoping review

Azril Shahreez Abdul Ghani, Ahmad Fuad Abdul Rahim, Muhamad Saiful Bahri Yusoff, Siti Nurma Hanim HadieView

A bibliometric analysis of online faculty professional development in higher education

Yanjun Gao, Su Luan Wong, Mas Nida Md. Khambari, Noordin Nooreen
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