ETHE: over 300 authors and reviewers from all 5 continents
The International Journal of Educational Technology in Higher Education (ETHE), which the UOC coedits with Universidad de Los Andes, enjoyed a very productive 2017. Data supporting this is illustrated in two new infographics (ETHE 2017 and international map). The academic reach of this e-journal on research in distance learning extended over 5 continents, with 126 authors from 26 countries and 208 reviewers from 41 countries who collaborated on the journal last year.
According to the journal's co-director, Josep M. Duart, “in 2017, ETHE became one of the leading journals in the world in the field of e-learning in higher education”. Last year, Duart explains, the National Institute for Digital Learning included one of its articles among the 10 best in the area of e-learning.
Compared with 2016, the map of the journal’s authors and reviewers grew in terms of the number (40 authors and 112 reviewers more) and variety of nationalities (authors from outside Spain now represent 80%, compared with 40% in 2016). Last year, nearly 300 articles from 70 different countries were received, which has increased the rejection rate to 83%.
In terms of impact, the journal is in the first quartile in education and the second in computer science on CiteScore, the Scopus database index.
New dossier on b-learning
This year, ETHE will be publishing three dossiers:
1. The first is a collection of articles on Blended Learning in Higher Education: research findings.
- The first article in the collection became available on 5 February: "Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning", by Blaženka Divjak and Antonia Bralić (University of Zagreb, Croatia).
- The second, published on 15 February, is titled "Blended Learning: The New Normal and Emerging Technologies", and is by Charles Dziuban (University of Central Florida, USA), Charles R. Graham (Brigham Young University, USA), Patsy Moskal (University of Central Florida, USA), Anders Norberg (Umeå University, Sweden) and Nicole Sicilia (University of Central Florida, USA).
The editors of the dossier are experts in the subject:
- Charles R. Graham, professor of Instructional Psychology and Technology at Brigham Young University (USA);
- Norman Vaughan, professor at Mount Royal University (Canada) and co-founder of Blended Online Design Network (BOLD);
- Charles Dziuban, director of Research Initiative for Teaching Effectiveness, at the University of Central Florida;
- Vitor Duarte Teodoro, from the Universidad Nova de Lisboa (Portugal);
- Daniel Light, Research Scientist at the Education Development Center (New York).
2) From 1 March, six articles in the following dossier will be published: More than tools? Critical perspectives and alternative visions of technology in higher education, edited by Linda Castañeda (Universidad de Murcia, Spain) and Neil Selwyn (Monash University, Australia).
3) From April, the following collection will be available: The universities of the future: educational and organizational challenges edited by Martha Burkle (Assiniboine Community College, Canada), Alan Tait (The Open University, UK, Rikke Toft Nørgård (Aarhus University, Denmark), Sarah Guri-Rosenblit (The Open University of Israel) i Laia Canals (UOC).