Focus and Scope

Journal aims

The broad aims of the journal are as follows:

1. To establish and maintain a research and knowledge base on the effective design, implementation, evaluation and management of workplace e-learning, which will serve to guide and inform practice and further research in this area;
2. To assist and contribute to the endeavours of its host society, ElNet, in building and supporting a scholarly and professional community around the research and practice of e-learning;
3. To contribute to the development and promotion of best practice in workplace e-learning on an international scale;
4. To serve as a forum to encourage interdisciplinary, cross-sectoral dialogue and exchange in relation to trends, developments and issues surrounding the continually evolving area of workplace e-learning.

 

Statement of scope

Authors interested in submitting manuscripts to Impact should bear in mind the title of the journal: Its focus is on the design, implementation, evaluation and management of organisational and workplace e-learning strategies, programs, tools and initiatives. While this encompasses a range of sectors and industries, including but not limited to the corporate sector, government, healthcare and the military, authors seeking to publish articles about e-learning in formal K-12 or tertiary/higher education settings should explore the myriad of other publication avenues available that cater to those areas. A number of exceptions to this exist, that lie at the confluence of formal education and workplace e-learning:

• E-learning in vocational education and training (VET) and adult and community education (ACE) contexts that are closely linked to the workplace
• E-learning delivered through partnerships between universities/colleges and businesses/workplaces, where organisations use the services of tertiary education providers to offer accredited courses/qualifications to their employees
• E-learning delivered by accredited training providers (in Australia, called registered training organisations or RTOs), both private and public, in partnership or as contractors, to support workplace skill development and targeted performance outcomes
• E-learning to support the learning and development of university, college or school staff in areas other than teaching and learning (such as, for example, in induction, systems training or compliance programs).

E-learning programs and activities initiated by education providers to support their students in undertaking work/professional placement or field experiences that are part of their formal programs of study are also excluded from the journal's scope.

Moreover, as its title suggests, one of the journal's primary objectives is to promote and facilitate the impact of research findings on e-learning practice in workplaces, and hence business/organisational performance, ie to produce demonstrable results and outcomes. Its target readership therefore includes practitioners and members of the wider learning and development community as well as e-learning researchers. The journal strives to emphasise, promote and deliver the applied and usable value of research findings, so that the research serves better as business or market/industry intelligence (ie to help inform practice) as well as contributing to ongoing academic debate and providing impetus and directions for further research. In other words, it actively seeks to bridge the gap between academic/research preoccupations and perspectives on the one hand and business drivers and information needs on the other, so as to generate more research on the latter. Hence while welcoming the development of theories and models applicable to the goals and context of e-learning in workplaces, the journal requires manuscripts to present evidence and examples of the efficacy of those theories and models in documented practice, with implications for decision makers and practitioners who are designing e-learning solutions to address workforce training and development needs. A major goal is to stimulate the development and sharing of accessible, research-informed, evidence-based guidelines to support and inform work in this field.

Impact caters to a broad, international readership. Submissions are welcomed from authors across the globe, and we strongly encourage contributors  to approach their chosen topics with an international perspective. However,  authors whose first language is not English should have their manuscripts reviewed by English-speaking colleagues prior to submission.

 

Topics of interest

Topics of interest to the journal include but are not limited to the following:

Types of e-learning

• Evolving concepts of e-learning
• Different models and cultures (eg corporate training, public education and training)
• Blended e-learning
• Self-paced vs faciliated approaches
• Issues in selecting delivery mix (eg readiness, type of outcomes, availability of content)

Workplace e-learners

• Readiness for e-learning (e.g, ICT literacy, self-directed learning skills, literacy/numeracy, attitude to technology)
• Access to computers, Internet, learning spaces, time
• Induction and orientation needs
• Barriers to uptake and completion

Platforms, systems, standards and tools (features, benefits, potential)

• E-learning portals, Virtual Learning Environments (VLEs), Learner Management Systems (LMS's) and Learning Content Management Systems (LCMS's)
• Integration of e-learning with business systems: Web services, portals, client management
• Synchronous e-learning tools and platforms (eg Web conferencing)
• Performance support and learning transfer systems
• Web 2.0 and social software for e-learning (eg blogs, wikis, RSS, podcasting, social bookmarking, social networking sites, peer-to-peer media and file sharing)
• Mobile learning (m-Learning) and ubiquitous/pervasive computing technologies for e-learning
• E-portfolios and Personal Learning Environments (PLEs)
• Virtual reality (VR) and augmented reality (AR) for e-learning (including e-learning in virtual worlds)
• Digital games and simulations
• Intelligent e-learning technologies
• Open source software in workplace e-learning

Organisational change/implementation (businesses and/or providers)

• Management, trainer/facilitator and learner readiness for e-learning
• E-learning infrastructure design, implementation and management
• E-learning strategy development
• Work process change for e-learning professionals (teams, project management, flexible hours)
• New partnerships to deliver e-learning
• E-learning and the corporate university
• Knowledge bases/digital libraries and knowledge management in e-learning
• Sustainability of e-learning strategies and initiatives, embedding e-learning

Learning content (standards, quality, management, development, distribution)

• E-learning content: Buy or build?
• Outsourcing and offshoring of e-learning
• Marketing and promotion of e-learning within and across organisations
• Metadata and other standards for e-learning
• Reusable learning objects and learning designs for e-learning
• Content copyright and Creative Commons
• Rapid development models and tools

Delivery design, facilitation and support questions

• Instructional design models/frameworks and approaches for workplace e-learning
• E-learning quality management and assessment
• Project management for e-learning
• E-mentoring and e-coaching
• E-learning and competency-based training/assessment
• Online assessment strategies
• Catering for generational differences (eg Generation Y/Net Generation learners, older learners) in workplace e-learning
• Cultural issues in workplace e-learning
• Support strategies for workplace e-learners (recruitment, completion, transfer to job)
• E-learning for informal, non-formal and just-in-time/on-demand learning
• E-learning accessibility and supporting users with special needs

Capability building

• E-learners
• E-learning IT support
• E-learning champion/project manager/leader
• E-learning design (selecting delivery mix, tools, media)
• E-learning content designers (sequencing, writing, illustrating, proofing, editing)
• E-learning content developers (scripting, programming, producing, testing)
• E-learning instructor/trainer/facilitators
• Team design and project coordination capabilities

Evaluation of e-learning

• E-learning evaluation models, tools and techniques
• E-learning transfer and ROI

Innovation

• Other specialist topics representing technological, pedagogical and curricular innovations in e-learning

Types of articles

The journal accepts and publishes five main types of manuscripts, which are described below.

a) Original research (empirical) articles [Refereed only]
These are articles that report on original studies in the field of workplace e-learning. Typically, authors of such articles pose and seek to find answers to research questions, beginning by locating their work within the context of the literature and existing work done in the area. They include an analysis of empirical data in one or more forms (quantitative, qualitative or mixed methods), together with a discussion of the resulting implications and recommendations for practice and future research. Studies reported on will vary in scale from very large (eg nation-wide or state-wide programs) to very small (eg individual e-learning interventions carried out as part of a corporate training program).

b) Development articles [Refereed only]
These articles are primarily concerned with the design and development of e-learning systems, applications and solutions. They may, for example, detail the technological aspects associated with a novel or innovative e-learning application, course design, or development tool. Authors must demonstrate the relevance to other e-learning practitioners and researchers, and justify the rationale or basis for the technology in terms of established theory. They must also specify how and to what extent the system or application has been implemented, outlining the challenges faced and how these were mitigated or overcome. Ideally, a development article submitted to the journal will also include a detailed explanation of the evaluation methodology adopted, along with data/results attesting to the success or otherwise of the project.

c) Theoretical/conceptual articles [Refereed only]
These articles present non-empirical work related to e-learning in the form of conceptual frameworks or theoretical approaches that have been devised through a comprehensive review and synthesis of the relevant theory and research literature. Their aim may be to identify key issues that need to be resolved, to understand these issues as they relate to both theory and application, to uncover the frontier of research on a problem, to relate a problem to existing theory, or to examine a conceptualised problem through the lens of previous research.

d) Position/commentary articles [Refereed or non-refereed]
Articles in this category will discuss a problem, issue or challenge of interest to e-learning researchers and/or practitioners, in addition to presenting a suggested solution or "way forward" in terms of how the problem might be further explored or addressed. They may also include critical reflections or commentary on a particular aspect of e-learning and its future directions. In order to be accepted for publication, a position / commentary article must thoroughly support and substantiate its position or stance with a logical argument, as well as relating this to what the theory and/or research literature reports on the problem or issue.

e) Case study articles [Refereed or non-refereed] - See Advice to authors of case study articles (PDF)
These articles share experiences related to the design, implementation, evaluation and/or management of e-learning within the context of a particular organisational or institutional setting. For example, they may document how an e-learning strategy or initiative was used to address a particular challenge within a specific context. Or, they may describe the application of principled methods, theory or tools to the development of a particular e-learning resource (eg a learning object / collection of learning objects) or learning design to meet the needs of a business, industry or group of learners. Authors of case study articles must demonstrate the relevance of the case to those outside the local situation/scenario, for example by abstracting reflections from their experience and placing them in a broader and more general context. This is particularly important to ensuring that articles in this category are of value to others interested in addressing similar challenges or in undertaking future research.

In addition to the above, the journal also publishes non-refereed technical and application notes, as well as reviews of books/Web sites relevant to its focus and scope.

Section Policies

Refereed articles

Open Submissions

Indexed

Peer Reviewed

Non-refereed articles

Open Submissions

Indexed

Peer Reviewed

Case studies (Refereed)

Open Submissions

Indexed

Peer Reviewed

Case studies (Non-refereed)

Open Submissions

Indexed

Peer Reviewed

Book and Web site reviews

Open Submissions

Indexed

Peer Reviewed

Technical and application notes

Open Submissions

Indexed

Peer Reviewed

Peer Review Process

The manuscripts submitted to Impact must be original, unpublished, and not under consideration for publication elsewhere.

All aspects of the submission, review, editing and production process are carried out online via the journal's Web site. In particular, each submission submitted for consideration for publication as a refereed contribiution will be subject to a rigorous review process, beginning with an initial or prima facie review by the Editor-in-Chief. This initial review will determine if the manuscript qualifies for progression to the double-blind peer review phase, or if it should be rejected outright.

The blind review process will entail sending an anonymised version of the manuscript for independent evaluation by at least two peer reviewers, one of who will usually be a member of the Editorial Board. The reviewers’ job will be to make general recommendations to the Editor-in-Chief regarding publication, as well as to comment on the manuscript’s strengths and weaknesses and provide constructive suggestions for improvement that will be relayed back to the author(s). The Editor-in-Chief will collate and review the reviewers’ comments, and make a decision as to the disposition of the manuscript before notifying the author(s). Should there be significant discrepancies between the recommendations of the reviewers, the Editor-in-Chief may assign the manuscript to additional reviewers before making an editorial decision.

If the outcome of the review process is positive, the Editor-in-Chief will provide specific guidance for revision based on a synthesis of the reviewers’ feedback with his/her own feedback, and direct the author(s) to respond accordingly. The identities of the reviewers will not be revealed to the author(s).

Upon receipt of the revised submission, the Editor-in-Chief will review the manuscript again to determine whether the revisions made are adequately responsive to the reviewer comments and editorial guidance. If so, the article will undergo copyediting, during which the Production Editor will work with the author(s) to refine and improve the manuscript further, particularly in terms of language, style and presentation. This is likely to be an iterative process that may involve several rounds of editorial requests and author responses.

Finally, when the manuscript is deemed by the Production Editor to be ready for publication, the Editor-in-Chief will approve the final version and tentatively assign it to a future issue. It should be noted that in revising and responding to the feedback received, authors are free to respectfully disagree with any element of reviewer critiques or editorial requests, but should adequately explain/justify the reasons for not complying with one or more revision requests.

Publication Frequency

In its first year of operation (2009), a single issue of Impact will be published, in the month of September. Two issues will be published in 2010, in June and December. The publication frequency will be increased to quarterly in the journal's third and subsequent years, with issues published in March, June, September and December. Each year, the journal will strive for one of its issues to be a special issue on a topic of current interest or relevance, guest edited by a scholar with expertise in the topic.

Submissions are accepted at any time via the online submission system, with the exception of manuscripts being submitted for consideration for inclusion in a special issue, which must be received prior to the deadline specified in the issue's Call for Papers.

Articles in the first issue will be freely available electronically to the general public as soon as they are published; thereafter, the journal will adopt a delayed open access model, whereby issues published within the last six months will be restricted to viewing by paid subscribers, including financial members of ElNet, while all other content is accessible free-of-charge. (Subscription information is available here.)

Delayed Open Access

The contents of this journal will be available in an open access format 6 month(s) after an issue is published.

Articles in the first (inaugural) issue of the journal were made freely available electronically to the general public as soon as the issue was published. Subsequently, the journal has adopted a delayed open access model, whereby issues published within the previous six months will be restricted to viewing by paid subscribers, including financial members of ElNet, while all other content is accessible free-of-charge.

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...