Editorial Policies

Focus and Scope

The open-access European Distance and E-Learning Network (EDEN) Conference Proceedings journal publishes both research and practice-oriented papers in the area of open, distance and e-learning, presented in the framework of the EDEN Conferences organised since 1992.

 

Section Policies

Articles

Checked Open Submissions Checked Indexed Checked Peer Reviewed

ADVANCED DISTANCE AND E-LEARNING METHODOLOGY CASES

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RECENT RESEARCH ON MOOCS

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SOCIO-ECONOMIC ASPECTS OF ICT ENHANCED LEARNING

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ANALYSING AND VALIDATING LEARNER NEEDS AND CHARACTERISTICS

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INNOVATIVE MOBILE LEARNING SOLUTIONS

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TECHNOLOGY BASED LEARNING FOR INCLUSION

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OPEN EDUCATIONAL RESOURCES – STRATEGY AND PRACTICE

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DIGITAL TEACHING CONCEPT AND IMPLEMENTATION

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NATIONAL CASES IN MODERNISATION OF EDUCATION

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LEARNING ANALYTICS

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Socio-Economic Aspects of ICT Enchanced Learning

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Open Educational Rescources - Strategy and Practice

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Work Based Learning: Concepts and Models

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Methods and Implementation in Work Based Learning

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The MOOCs – OERs Landscape

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MOOCs and OERs: Practice and Accomplishment

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E-learning Tools and Environments: Student Perceptions and Learning Experience

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Assessment, Validation and Performance Support in the Work Based Learning Environment

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E-learning Methods and Solutions for Skills and Employment

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Teachers Competence Development and Professional Education by ICTs

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Innovation and E-learning Models, Management Processes in Learning Organisations

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Learning in Virtual Communities and Networks

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Collaborative Learning and Work in Online Environments

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Applications of Learning Analytics

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National Programmes in International Perspective

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Digital Learning and the Socio-economic-cultural Environment

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Applications of New Ict Tools in School Level Education

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Learning Theory, Policy, Governance and the Implementation Practice

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MOOCs: Enriching and Consolidating the Experience

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Learning Data and Analytics

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Evaluation and Assessment

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Learning for and at the Workplace

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ICT Enhanced Learning Methodology

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Learner Needs and Perceptions

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Social Media, Digital Collaborative Learning

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Digital Learning Cases in International Dimension

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Distance and E-learning: Socio-economic and Cultural Aspects

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Institutional Development Strategies and Practice

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Theory, Concept and Practice in Ict Enhanced Learning

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Policy Dimensions of Icts and Learning Development

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Open Educational Resources

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MOOCs Issues – Experience, Understanding, Attitudes, Hopes

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Work Based Learning and Training Supported by Technology

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Socio-Economic and Cultural Aspects in E-Learning

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Learner Needs, Characteristics and the E-Learning Solutions

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Smart Digital Pedagogy and Learning Methodology

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Quality, Assessment and Evaluation

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International Initiatives and Collaboration Cases

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Online Learning National Case Studies

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Institutional Innovation and Development With ICTs

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Diversity and Ict Enhanced Education in Context

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Learning at the Workplace

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Social Media and Online Co-Operation

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Innovative E-Learning Concepts

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Socio-Cultural Aspects of E-Learning

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Empowering the Digital Teacher

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What's New in Open Education?

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E-Learning Policy and Strategy Issues

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MOOC Panorama

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The Digital Learners' Needs and Motivations

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Learner Needs and Motivations

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ICT Enhanced Learning in Schools

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International E-Learning Development Cases

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Educational Systems

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Developments in Digital Learning Methodology

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Learner Needs and Attitudes

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New ICT and Media

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MOOCs: Latest Concepts and Cases

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Digital Competences and Skills

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Policy and Governance

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Learning Theory and Implementation Practice

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National Digital Education Cases

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Socio-cultural Aspects of Digital Learning

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E-learning at Work and for the Workplace

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Training of Digital University Teachers

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China E-learning Panorama

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Institutional Innovation: Strategy and Practice

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Learning and Training for Work: Concept and Implementation

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Digital Learning Theory and Governance

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Socio-cultural Features of Ict Enhanced Learning

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Collaborative Learning in Online Environments

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Learner Perceptions, Characteristics and Attitudes

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Policy Development in Organizations

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Selected Leading Research and Innovation Cases

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International and National Learning Development Cases

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Open Education Resources – Strategy and Practice

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Teachers Professional Education and ICTs

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Applications of Games and New ICT Tools in Education

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E-learning Methodology: Models and Practices

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E-learning Quality and Assessment

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Social Media and Mobile Learning

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Policy, Theory and Conception in E-learning

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Research Approaches and Perceptions in ODL

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Introduction

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MOOCs

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Learner Needs, Attitudes, Behaviour

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Open Education

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Teacher Training and Competences

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Assessment

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Methodology

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Theory

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Socio-cultural-economic

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Human and Artificial Intelligence for the Society of the Future

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Enhancing the Human Experience of Learning with Technology

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Learner Centeredness

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Learning Analytics & Media

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Blended Learning

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Young Learners

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Navigating the New Normal

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Digital Skills: Teachers perspective

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Best Practices for Transitioning Online

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Assessment and Wellness

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Diversity & Social inclusion

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Digital Skills: Students perspective

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Best Practices & Case Studies

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Reflections on Resilience: Student’s Perspective

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STEM & Business

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Reflections on Resilience: Teacher’s Perspective

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Peer Review Process

Full paper submissions will be blind peer-reviewed. Reviewers are the members of the Conference Committee. 

Submissions are evaluated against the following criteria:
(i) contributes convincingly to the theme(s) of the conference; (ii) deals with a research question of relevance for conference participants; (iii) rigorous examination/research methods are applied; (iv) findings, results and outcomes are convincingly presented and critically examined; (v) conclusions are thoroughly discussed (including aspects like applicability, transferability, and/or further research); (vi) literature is reviewed against the state of art.

Plagiarism Policy

The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process.

 

Publication Frequency

June 2021 EDEN Annual Conference

June 2022 EDEN Annual Conference

October 2022 EDEN Research Workshop

June 2023 EDEN Annual Conference

June 2024 EDEN Annual Conference

October 2024 EDEN Research Workshop

June 2025 EDEN Annual Conference

For the upcoming events please visit the EDEN site.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

This work is licensed under CC BY-NC 4.0

 

Editorial Board

Editors-in-Chief

Sandra Kucina Softic, EDEN President

Andras Szucs, EDEN Secretary General


Permanent Editorial Board

Josep Maria Duart, EDEN Vice President, Open University of Catalonia (UOC), Spain

Timothy Read, EDEN Vice President, UNED, Madrid, Spain

Diana Andone, EDEN Vice President, Politehnica University of Timisoara (UPT), Romania


Chairs of the Committee in 2021

Sandra Kucina Softic, EDEN President, University of Zagreb, Croatia

Timothy Read, EDEN Vice President, UNED, Madrid, Spain

 

Scientific Program Committee in 2021

  • Diana Andone, Politehnica University of Timisoara (UPT), Romania
  • Alberto Andújar, University of Almería (UAL), Spain
  • Jorge Arús, Complutense University of Madrid (UCM), Spain
  • Elena Barcena, National Distance Education University (UNED), Spain
  • Lisa Marie Blaschke, Learnlife, Barcelona, Spain
  • Mark Brown, National Institute for Digital Learning, Dublin City University (DCU), Ireland
  • Elena Caldirola, University of Pavia, Italy
  • Cristina Calle, Complutense University of Madrid (UCM), Spain
  • José Luis Delgado, National Distance Education University (UNED), Spain
  • María Dolores Castrillo, National Distance Education University (UNED), Spain
  • Helga Dorner, Eötvös Loránd University, Hungary
  • Josep Maria Duart, Open University of Catalonia (UOC), Spain
  • Ulf-Daniel Ehlers, Co-Operative State University Baden-Wurttemberg (DHBW), Germany
  • Rebecca Galley, The Open University (OUUK), United Kingdom
  • Jesús Garcia Laborda, University of Alcalá de Henares, Spain
  • Blanca García Riaza, Universidad de Salamanca (USAL), Spain
  • Ines Gil, National Distance Education University (UNED), Spain
  • Ana Ibañez, National Distance Education University (UNED), Spain
  • Francisco Iniesto, The Open University (OUUK), United Kingdom
  • María Jordano, National Distance Education University (UNED), Spain
  • Sandra Kucina, University of Zagreb, Croatia
  • Elena Martín-Monje, National Distance Education University (UNED), Spain
  • Vlad Mihaescu, Politehnica University of Timisoara (UPT), Romania
  • Ebba Ossiannilsson, Swedish Association of Distance Education, Sweden
  • Antonio Pareja, University of Almería (UAH), Spain
  • Wim Van Petegem, Katholieke Universiteit Leuven (KUL), Belgium
  • Timothy Read, National Distance Education University (UNED), Spain
  • Covadonga Rodrigo, National Distance Education University (UNED), Spain
  • Mercedes Sanz, Jaume I University (UJI), Spain
  • Beatriz Sedano, National Distance Education University (UNED), Spain
  • Alfredo Soeiro, University of Porto, Portugal
  • Andras Szucs, EDEN, United Kingdom
  • Ferenc Tatrai, EDEN, United Kingdom

 

Copyright policy and responsibilities of authors

Submission of a contribution implies that — unless clearly indicated and all conflicting copyright issues resolved —, the content has not been published nor submitted elsewhere.

Authors are responsible for getting written permission to publish long quotations, copyrighted artwork or anything whose copyright they do not own. Authors remain responsible for the content of what they submit to be published.