Evidence-based and Pragmatic Online Teaching and Learning Approaches

Call for papers for: Information and Learning Sciences

A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education

 

The Co-Editors of Information and Learning Sciences (ILS) would like to thank our readers, authors, reviewers, editorial advisory board members, and associate editors very much for the contributions made over the 2 years since the re-launch of Information and Learning Sciences. We hope that you, your families, and communities are keeping safe and well amidst the public health concerns and pandemic emergency worldwide. We understand and are undergoing ourselves, the rapid adaptation and transition to remote online and distance forms of education now required in many settings.

Given these mandates and to assist our fellow educators and the research community, we editors have arrived at an idea with the publisher to invite articles and publish a special issue to be made available ASAP, free of the payment barrier.  It aims to serve a constructive, pragmatic role for instructional designers, educators and researchers; timed to benefit those who may have need to extend our contingency planning in remote education into Fall 2020 and beyond. We do not want to rush anyone, or add any undue pressure at this time. However, if you have time to put together a short article, up to 3000 words, that you feel will contribute to those engaging with design and development right now, we are warmly inviting submissions.

Topics may include evidence-based and pragmatic approaches to online teaching and learning and remote education instruction delivery, discussed and written in such a way to directly provide support to today’s educators and teaching and learning research communities. The call is open format, with case studies, implementation reports and evidence-based best practices and pragmatic guidelines welcomed. We aim to publish a set of up to 10-12 articles (each of 3,000 words maximum).

Emerald Publishing has committed to launching this material free of the payment barrier for 6 months from the time of its publication. The usual Emerald author rights apply.

Possible topical themes include:

  • Transformation of instruction and materials from in-person/face-to-face (ftf) models to online/blended (all levels, K-12 to higher education)Teaching strategies for remote learning
  • Digital divide concerns
  • Lessons to be learned from homeschooling research community for blended learning effectiveness
  • Feasible and effective digital e-learning tools and affordances for K-12 level teaching and learning, and their functioning and operation
  • Advice for parents and caretakers of students


First we invite submission of a 300 word abstract by 12 April. From that set, we will invite 10-12 authors to submit a full article, with a deadline of 3 May. We will send requests for revisions in a few days and request the final submission by 18 May.
 
Invitation sent to EAB: Weds. 3/25
Proposal/abstract due: 4/12
Decision inviting 10-12 articles: 4/13
Deadline for full article submission: 5/3
Acceptances/small edit requests sent to authors: 5/8
Final submission due: 5/18
Production: Publication as a full special issue, free of the payment barrier for 6 months, to launch in late June 2020

Please send the editors any questions. You can follow the author guidelines below with regard to the submission, adhering to the reduced word length for the final version. You will see that the submission pathway has a pulldown menu option for “Approaches for Emergency Transition to Remote Online Education “ You can simply add placeholder text in the “abstract” area of the submission, and submit your abstract as a file upload (like a full article). If your abstract is chosen for a full submission we will issue a “Major Revision” decision and you can simply upload the full article to your original record in ScholarOne

We sincerely hope this will become a service effort to help and aid education practitioners and researchers, through the contribution of the substantial knowledge and expertise of those in our community. We thank Emerald for the provision of free access to this timely special issue.

Co-Editors

Professor Samuel Kai Wah Chu
Associate Professor, Faculty of Education, University of Hong Kong, Hong Kong
[email protected]

Professor Rebecca B Reynolds
Associate Professor of Library and Information Science, Rutgers - The State University of NJ, USA
[email protected]