ALT-J
Soon to be Research in Learning Technology (from January 2011).

Research in Learning Technology is the journal of the Association for Learning Technology (ALT). It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry.

The audience for Research in Learning Technology is international.

ALT is a UK-based professional and scholarly association for those with an interest in the use of learning technology. ALT's aims are:
• representing, supporting, and providing services for our members;
• facilitating collaboration between practitioners, researchers, and policy makers;
• spreading good practice in the use of learning technology;
• raising the profile of research in learning technology;
• supporting the professionalisation of learning technologists;
• contributing to the development of policy.

Research in Learning Technology exists to support these aims.

Potential subjects for submission include:
• evaluative studies of technology use in learning and teaching;
• studies of the impact of technologies on the efficiency and effectiveness of provision;
• studies of innovations in the area of learning technology, and their dissemination and uptake;
• critical assessment of the theory and practice of technology-enhanced learning across cultures and nationalities;
• analysis of the staff and learner competencies, roles and skills necessary for effective learning;
• theoretical debate on and analysis of the relationships between learning, teaching and technology;
• analyses of policy and strategy at institutional, regional, sectoral, national and international levels.

ALT is committed to the establishment of learning technology as a discipline in its own right. Any submission whose quality and distinctiveness support this ambition will be considered. Papers should be original, scholarly and make clear how they make a contribution to the knowledge and/or practice of the field. We are open to a range of submission types, including: development and testing of one or more particular learning technologies;
• case studies of innovative practice;
• critiques of policy or research;
• surveys;
• large-scale or longitudinal studies;
• empirical experiments;
• critical reviews of the literature.

Research in Learning Technology is published three times per year. Approximately one issue in three of Research in Learning Technology is a guest-edited topic-based special issue for which a separate, focussed call for papers is issued. Suggestions for themed special issues and guest editors are welcome and should be addressed to the editors.

Manuscripts should normally be less than 6000 words including tables, captions, and references. The language of the journal is English, and papers must therefore be submitted in English. Learning technology is a rapidly moving field, so we aim to publish an accepted article within six months of the final version being received, which normally means within nine months of submission. All contributed articles published in the journal undergo a rigorous selection process, based on an initial editorial screening and a double-blind peer review by at least two referees, who are selected by the editors from an international panel of leading figures in the learning technology field.