The Electronic Journal of e-Learning (EJEL) provides pedagogical, learning and educational perspectives on topics relevant to the study, implementation and management of e-learning initiatives. EJEL has published regular issues since 2003 and averages between 3 and 4 issues a year.
The journal contributes to the development of both theory and practice in the field of e-learning. The Editorial team consider academically robust papers and welcome empirical research, case studies, action research, theoretical discussions, literature reviews and other work which advances learning in this field. All papers are double-blind peer reviewed.
COVID-19 and the Future of e-Learning
Call for papers now closed
The response to the call for papers for a special issue on Covid-19 and the Future of e-Learning has been overwhelming. We have therefore decided to close the call now and we will shortly announce a call for a second special issue to be published next year. In this call we will specify areas of particular interest that will follow on well from the contributions currently under consideration.
The Electronic Journal of e-Learning (EJEL) is:
- indexed by Scopus
- included in the Chartered Association of Business Schools Academic Journals List
- Indexed by Google Scholar with a h5-index median of 32
- indexed by the Thomson Reuters Emerging Sources Citation Index (ESCI)
- rated level 1 in the Danish Government bibliometric lists
- rated level 1 in the Finnish Journals Rankings
- listed in the Norwegian Social Science Data Services
- listed in the Directory of Open Access Journals (DOAJ)
- listed in the EBSCO database of electronic Journals
- listed in the Cabell Directory of Publishing Opportunities
- listed in Ulrich’s Periodical Directory
- indexed by the Educational Resource Information Center (ERIC) – US Department of Education
- indexed by the Institution of Engineering and Technology in the UK
- indexed by CiteseerX