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Educational Technology & Society
An International Journal
Aims and Scope
Educational Technology & Society is a quarterly journal published in January, April, July and October. Educational Technology & Society
seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems.
The articles should discuss the perspectives of both communities and their relation to each other:
• Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend
with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively
harnessing the available technologies and how they might be able to influence further developments through systematic feedback and
suggestions.
• Educational system developers and artificial intelligence (AI) researchers are sometimes unaware of the needs and requirements of typical
teachers, with a possible exception of those in the computer science domain. In transferring the notion of a 'user' from the human-computer
interaction studies and assigning it to the 'student', the educator's role as the 'implementer/ manager/ user' of the technology has been forgotten.
The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each
other. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Educational
Technology & Society and three months thereafter.
The scope of the journal is broad. Following list of topics is considered to be within the scope of the journal:
Architectures for Educational Technology Systems, Computer-Mediated Communication, Cooperative/ Collaborative Learning and
Environments, Cultural Issues in Educational System development, Didactic/ Pedagogical Issues and Teaching/Learning Strategies, Distance
Education/Learning, Distance Learning Systems, Distributed Learning Environments, Educational Multimedia, Evaluation, Human-Computer
Interface (HCI) Issues, Hypermedia Systems/ Applications, Intelligent Learning/ Tutoring Environments, Interactive Learning Environments,
Learning by Doing, Methodologies for Development of Educational Technology Systems, Multimedia Systems/ Applications, Network-Based
Learning Environments, Online Education, Simulations for Learning, Web Based Instruction/ Training
Editors
Kinshuk, Athabasca University, Canada; Demetrios G Sampson, University of Piraeus & ITI-CERTH, Greece; Nian-Shing Chen, National
Sun Yat-sen University, Taiwan.
Editors’ Advisors
Ashok Patel, CAL Research & Software Engineering Centre, UK; Reinhard Oppermann, Fraunhofer Institut Angewandte
Informationstechnik, Germany
Editorial Assistant
Barbara Adamski, Athabasca University, Canada; Natalia Spyropoulou, University of Piraeus & Centre for Research and Technology
Hellas, Greece
Associate editors
Vladimir A Fomichov, K. E. Tsiolkovsky Russian State Tech Univ, Russia; Olga S Fomichova, Studio "Culture, Ecology, and Foreign
Languages", Russia; Piet Kommers, University of Twente, The Netherlands; Chul-Hwan Lee, Inchon National University of Education,
Korea; Brent Muirhead, University of Phoenix Online, USA; Erkki Sutinen, University of Joensuu, Finland; Vladimir Uskov, Bradley
University, USA.
Assistant Editors
Yuan-Hsuan (Karen) Lee, National Chiao Tung University, Taiwan; Wei-Chieh Fang, National Sun Yat-sen University, Taiwan.
Advisory board
Ignacio Aedo, Universidad Carlos III de Madrid, Spain; Mohamed Ally, Athabasca University, Canada; Luis Anido-Rifon, University of
Vigo, Spain; Gautam Biswas, Vanderbilt University, USA; Rosa Maria Bottino, Consiglio Nazionale delle Ricerche, Italy; Mark Bullen,
University of British Columbia, Canada; Tak-Wai Chan, National Central University, Taiwan; Kuo-En Chang, National Taiwan Normal
University, Taiwan; Ni Chang, Indiana University South Bend, USA; Yam San Chee, Nanyang Technological University, Singapore;
Sherry Chen, Brunel University, UK; Bridget Cooper, University of Sunderland, UK; Darina Dicheva, Winston-Salem State University,
USA; Jon Dron, Athabasca University, Canada; Michael Eisenberg, University of Colorado, Boulder, USA; Robert Farrell, IBM Research,
USA; Brian Garner, Deakin University, Australia; Tiong Goh, Victoria University of Wellington, New Zealand; Mark D. Gross, Carnegie
Mellon University, USA; Roger Hartley, Leeds University, UK; J R Isaac, National Institute of Information Technology, India; Mohamed
Jemni, University of Tunis, Tunisia; Mike Joy, University of Warwick, United Kingdom; Athanasis Karoulis, Hellenic Open University,
Greece; Paul Kirschner, Open University of the Netherlands, The Netherlands; William Klemm, Texas A&M University, USA; Rob Koper,
Open University of the Netherlands, The Netherlands; Jimmy Ho Man Lee, The Chinese University of Hong Kong, Hong Kong; Ruddy
Lelouche, Universite Laval, Canada; Tzu-Chien Liu, National Central University, Taiwan; Rory McGreal, Athabasca University, Canada;
David Merrill, Brigham Young University - Hawaii, USA; Marcelo Milrad, Växjö University, Sweden; Riichiro Mizoguchi, Osaka
University, Japan; Permanand Mohan, The University of the West Indies, Trinidad and Tobago; Kiyoshi Nakabayashi, National Institute
of Multimedia Education, Japan; Hiroaki Ogata, Tokushima University, Japan; Toshio Okamoto, The University of Electro-
Communications, Japan; Jose A. Pino, University of Chile, Chile; Thomas C. Reeves, The University of Georgia, USA; Norbert M. Seel,
Albert-Ludwigs-University of Freiburg, Germany; Timothy K. Shih, Tamkang University, Taiwan; Yoshiaki Shindo, Nippon Institute of
Technology, Japan; Kevin Singley, IBM Research, USA; J. Michael Spector, Florida State University, USA; Slavi Stoyanov, Open
University, The Netherlands; Timothy Teo, Nanyang Technological University, Singapore; Chin-Chung Tsai, National Taiwan University
of Science and Technology, Taiwan; Jie Chi Yang, National Central University, Taiwan; Stephen J.H. Yang, National Central University,
Taiwan.
Executive peer-reviewers
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