Established in 2012 by Indiana University’s Faculty Academy on Excellence in Teaching (FACET), the Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology.
JoTLT is issuing a call for a special issue on strategic uses of the learning management system (LMS) to promote self-regulated learning. The notion of self-regulated learning refers to teaching practices that include a goal of helping students learn how to learn, in other words to take ownership of their learning; it includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. We are interested in articles that inform an interdisciplinary audience about all aspects of teaching that promote self-regulated learning and are supported by the LMS. Topics could focus on LMS-supported feedback, metacognition, motivation, rubrics, scaffolding, and more.
This issue may include empirical research, case studies, reflective essays, and critiques. Abstracts of up to 300 words should be submitted to firstname.lastname@example.org by November 1, 2019.
Please include JoTLT Special Issue Abstractsubmission in the subject line of your email submission.
Authors will be notified by November 15, 2019, whether they have been selected to submit a manuscript. Completed manuscripts will be due February 1, 2019, with a target publication date of August 1, 2019.
The guest editors of this special issue are Robin K. Morgan, Professor of Psychology and Director of the Institute for Learning and Teaching Excellence, Indiana University Southeast, and Julie Saam, Professor of Education and Director of the Center for Learning, Teaching, and Assessment at Indiana University Kokomo.
Any questions may be addressed to JoTLT’s Editor-in-Chief, Michael Morrone, or its Managing Editor, Christopher Young, at email@example.com.