Information for Authors
The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process. Manuscripts may be submitted either in English or in French.
Manuscript Categories
Manuscripts may take any of the following forms:
Research Papers: Both quantitative and qualitative research papers are encouraged. Such reports describe the design and methodology, and present the results of a study of an innovation or the application of theory to the facilitation of learning with technology. They typically contain a statement of problem or description of the issue to be explored, a review of the research literature, a section describing research methodology, the results of the study, and implications for future research.
Literature Reviews: Literature reviews can be in the form either of a qualitative or a quantitative summary (i.e., meta-analysis). Reviews explore the research literature on a topic in order to determine major issues of importance for future research, to understand these issues in relation to theory and application, to find the frontier of research on a problem, to relate a problem to existing theory, or to put a conceptualized problem in the context of previous research.
Critical Scholarship: Scholarship in this category involves working within contemporary alternative research paradigms, grounded in critical theory, philosophy, narrative studies, postmodern and post-structural studies, historical research, discourse analysis, post colonial and feminist studies. These papers typically identify and explicate the type of analysis to be used, followed by the analysis itself.
Position Papers: Position papers can describe a problem or an issue, then suggest a solution or direction. They should support the position with both logical argument and a review of theory and/or the research literature.
Evaluations: These are reports of a formal evaluation of a course and/or program. They describe the evaluation model and/or approach chosen. While a general literature review is not needed, literature on program evaluation should be used to support the choice of model/approach. The reports should include description of the context, the design of the study, and the outcomes, specifically the judgments rendered.
Case Studies: Case studies describe a particular case setting or event, and a problem or issue within that narrow framework. They present what theory and/or the research literature reports on the problem or issue, what was done to try to solve or explore it, the results of the project, and implications and suggestions for others.
Instructional Development Reports: These descriptive reports document the design and development, and maybe the preliminary evaluation, of the process followed and the product developed in response to an instructional need. In addition to description of both process and product, reports should include a summary of lessons learned, or suggestions for future applications.
Peer Review
All manuscripts received by the Editor will be judged for suitability, contribution, accuracy, and interest by a panel of anonymous reviewers designated at the time of submission. Normally, the review process requires about eight weeks. There are no deadlines for the submission of manuscripts, with the exception of special editions when the editor may designate a deadline for receipt of manuscripts in a separate Call for Papers.
Copyright
Authors should note that all articles printed in CJLT are copyrighted by AMTEC. However, any articles published in the journal may be reproduced for non-profit use without permission provided credit is given to CJLT.
Manuscript Preparation
Manuscripts should be prepared in Letter (8 ½ x 11-inch) format and should not exceed 6500 words, excluding graphics. Articles should be double-spaced, including quotations and references. They should include a title page on which appears the title of the manuscript, the full name of the author(s) along with position and institutional affiliation, mailing address, e-mail address, and telephone number of the contact author. An abstract of 75-150 words should be placed on a separate page following the title page. While the title should appear at the top of the first manuscript page, no reference to the author(s) should appear there or any other place in the manuscript. Elements of style, including headings, tables, figures and references should be prepared according to the Publication Manual of the American Psychological Association 5th Edition, 2001.
Note: CJLT is published in both a print and an online version. The content of articles in the online version can be “value-added”, that is, at the choice of the authors and the discretion of the editors, they may contain selected graphics, multimedia elements, or links that may help illustrate a concept or project and that could not, by their nature, be included in the print version. Authors interested in this should contact the editor.
Submission of Manuscripts
CJLT’s review process is now conducted electronically. Authors are asked to email their manuscripts to the Editor at rickk@athabascau.ca as an attachment in MSWord or RTF format. Manuscripts should be accompanied by a letter stating that the manuscript is original material that has not been published and is not currently being considered for publication elsewhere. If the manuscript contains copyright materials, the author should note this in the cover letter and indicate when letters of permission will be forwarded to the Editor. Manuscripts and editorial correspondence should be sent to:
Richard F. Kenny, Ph.D., Editor, Canadian Journal of Learning and Technology Centre for Distance Education, Athabasca University
E-mail: rickk@athabascau.ca