International Journal of Continuing Engineering Education and Life-Long Learning Impact Factor & Information

Publisher: Inderscience

Journal description

IJCEELL is the journal of continuing engineering education, lifelong learning and professional development for scientists, engineers and technologists. It deals with continuing education and the learning organisation, virtual laboratories, interactive knowledge media, new technologies for delivery of education and training, future developments in continuing engineering education; continuing engineering education and lifelong learning in the field of management, and government policies relating to continuing engineering education and lifelong learning. The objectives of the IJCEELL are to help professionals working in the field, educators, training providers and policy-makers to disseminate information and to learn from each other's work. The journal publishes original papers, case studies, technical reports, conference reports, book reviews, commentaries and news items. Commentaries on papers and reports published in the Journal are encouraged. Authors will have the opportunity to respond to a commentary on their work before the correspondence is published.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Continuing Engineering Education and Lifelong Learning website
ISSN 1560-4624
OCLC 235940932
Material type Series, Periodical
Document type Journal / Magazine / Newspaper

Publisher details


  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 6 months embargo
  • Conditions
    • Cannot archive until publication
    • Author's pre-print and Author's post-print on author's personal website, institutional repository or subject repository
    • Publisher copyright and source must be acknowledged
    • Must link to journal webpage and /or DOI
    • Publisher's version/PDF cannot be used, unless covered by funding agency rules
    • Authors covered by funding agency rules, may post the Publisher's Version/PDF in subject repositories after a 6 months embargo
    • Reviewed 10/02/2014
    • Author's post-print equates to Inderscience's Proof
  • Classification
    ​ yellow

Publications in this journal

  • International Journal of Continuing Engineering Education and Life-Long Learning 01/2015; 25(2):226. DOI:10.1504/IJCEELL.2015.069869
  • International Journal of Continuing Engineering Education and Life-Long Learning 01/2015; 25(2):174. DOI:10.1504/IJCEELL.2015.069866
  • International Journal of Continuing Engineering Education and Life-Long Learning 01/2015; 25(2):138. DOI:10.1504/IJCEELL.2015.069864
  • International Journal of Continuing Engineering Education and Life-Long Learning 01/2015; 25(2):208. DOI:10.1504/IJCEELL.2015.069868
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    ABSTRACT: Quality management of e-courses is crucial for the successful implementation of e-learning process. The paper presents the possibility of using basic seven quality tools to improve the quality at different levels of implementation of the distance learning/teaching process. These tools are widely used in industry for control, visualisation, evaluation and improvement of production and auxiliary processes. The following tools have been described: the flow chart, the check sheet, Ishikawa's diagram, Pareto-Lorenz's chart, the histogram. The authors indicate the possibility of application of the above mentioned tools by course developers at all stages of development and management of an e-course, which further on should lead to the improvement of the e-learning process quality.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(1):6 - 21. DOI:10.1504/IJCEELL.2014.059331
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    ABSTRACT: Effectively administering homework which is an inseparable portion of undergraduate teaching plays a crucial role in improving the teaching quality. After analysing the importance of homework and the attitude of instructors and students treating homework in detail, two non-cooperative games between an instructor and students in administering homework are established in this paper. Detailed payoff under different strategy combinations of both the instructor and students is analysed, when students are not highly self-motivated and when students are highly self-motivated. We reach the following conclusions: in the former case, instructors should take the initiative to adopt a strict strategy and inform students at the beginning so that both sides can acquire the possible maximum payoff; in the latter case, instructors should take a lenient strategy to some extent so as to lead to the maximum payoff of both sides. This paper provides a guideline to design teaching incentive effectively.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):377 - 387. DOI:10.1504/IJCEELL.2014.063085
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    ABSTRACT: The authors of the article focused their attention on the upper level of Czech elementary schools. According to their opinion the age interval from 12 to 15 is a crucial period for the acquisition of basic knowledge and skills in the field of ICT. The goal of the article is to give information about a pilot study connected with teaching informatics. Firstly, the definition of the ICT profile is stated and its description is formulated. After this theoretical chapter, the authors proceed to a specific situation in a selected elementary school. The results of a questionnaire survey are presented. This part can serve as a usable feedback to improve the teaching process in the key period in the life of the Czech youth. The text of the article can be a good indication for further research connected with teaching of informatics at the elementary school.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):269 - 285. DOI:10.1504/IJCEELL.2014.063099
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    ABSTRACT: Image plays an increasingly important role in the modern educational process. The development of information and communication technologies has made it possible to easily create, modify and publish the visual and multimedia materials. The internet is becoming a learning environment in which educational content can be presented in a different form consisting of the text, hypertext, digital images, multimedia, hypermedia, etc. In this paper the authors discuss the possibility of using an image as a media content in the educational process in the context of the design space for blended learning. They present the results of research on the level of use of visual materials in academic practice and evaluation of their effectiveness by students. They point to the role of visual skills and visual knowledge as components of cultural capital of modern man, also pay attention to the learning potential inherent in the image as an independent unit of knowledge.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):314 - 328. DOI:10.1504/IJCEELL.2014.063102
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    ABSTRACT: Learning teaching in cyberspace is becoming more and more widespread in the current teacher education framework, due to a growing need to enhance the quality of practical training and the presence of information and communication technologies in all spheres of life. Thus, e-training, defined here as supplementing teacher development with online interactions in the virtual space, is proposed as an option for enhancing practical training of foreign language teachers. The aim of the present paper is to discuss the process of extending practical training with the use of e-learning in two models, online interactions among trainees (local connections) and intercultural teacher training tandems (global connections). After the literature review into the use of ICT and e-learning in teacher development, both models will be elaborated upon.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(1):96 - 106. DOI:10.1504/IJCEELL.2014.059337
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    ABSTRACT: The school year 2012/2013 marks the beginning of a new reality in Polish schools. According to the new curricular basis introduced in our country in 2009, teaching must be focused on the media and on experiment. In the same year, a new junior high school leaving examination was introduced. These decisions have determined further educational improvements which are of great use both for teachers and their students. These improvements include electronic books, or the so called multibooks. One of the biggest Polish educational publishers has prepared all of the necessary handbooks in the form of a multibook available on CDs or flash drives.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(1):35 - 52. DOI:10.1504/IJCEELL.2014.059333
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    ABSTRACT: The paper presents the competences a university teacher must have in order to enhance students' motivation in constructivism-based blended learning. Based on an analysis of the key constructivist claims of cognitive motivation, a model of teacher competences has been developed, taking into account functions, roles, competences, skills and performance statements relating to the activation and facilitation of students' intrinsic motivation to learn. The model of competences presented herein is different from the comprehensive models of teacher competences known from literature, because although it takes into account almost all of the most important aspects of learning and teaching, it still focuses on the competences that are most closely related (in the constructivist sense) to learning motivation. The authors treat this study as part of conceptual preparation for their empirical research on academic teacher competences in the field of students' motivation enhancement in educational strategies grounded in different educational paradigms.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):219 - 236. DOI:10.1504/IJCEELL.2014.063096
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    ABSTRACT: The aim of the paper is to propose an e-learning system architecture integrating knowledge flows. Our motivation is to provide the user with some intelligent possibilities of the learning environment used. This could be fulfilled using knowledge management at the operational level. Knowledge management should be a fundamental objective of any educational institution, as learning is its core function and should be reflected in how the organisation operates. In the academia environment, knowledge management and e-learning represent a substantial tuple for distance form of education. For e-learning method, heterogeneous and distributed architecture is one of the most prominent features. In a learning environment, different kinds of information resources are shared. Its demands can be fulfilled by means of local intelligence using multi-agent systems. This paper presents a layered multi-agent architecture of e-learning system including basics of its implementation. Learning objects and learning objects repositories are used for facilitating intended learning outcomes, and can be extracted and reused in other learning environments. Agent structure, general framework and workflow were designed in order to simplify information and knowledge flows with the aim to keep system overhead as low as possible.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(1):22 - 34. DOI:10.1504/IJCEELL.2014.059332
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    ABSTRACT: Social and economic changes in Slovakia after 1989 and after the Velvet Revolution had their impacts on education, on redefining the functions of school, on changing the nature of education, school computerisation and total modernisation, but also on decrease of teachers' social status and on changing the school funding and long-term underfunding of the Slovak educational system. The article deals with lifelong learning of teachers in Slovakia and the use of blended learning as a means of increasing the teachers' qualification credit as employees. The main line of this article is tracking the lifelong learning of the Slovak teachers in the context of neoliberalism and its influence on education with some implications for teachers. Introducing lifelong learning in its current form is a new phenomenon in Slovakia that comes with capitalisation of education and neoliberalism as the main ideological current in the state policy or school policy.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):329 - 342. DOI:10.1504/IJCEELL.2014.063103
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    ABSTRACT: The paper considers the issues of the application of virtualisation technologies to organisation of individualised preconfigured portable educational environment of the student, providing access to the necessary tools and operating environment in accordance with the scenario of exercises and the initial data of an individual variant of the job. Offers an approach to effective management of virtual machines in terms of the computer audiences of educational institutions and describes implementing the proposed approach software, allowing to reduce labour costs for administering the computer park by technical staff of the educational institution.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):343 - 361. DOI:10.1504/IJCEELL.2014.063104
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    ABSTRACT: Numerous benefits and advantages of different forms of CALL, blended learning in particular, offer a considerable boost for academic foreign language teaching with competences treated as essential learning outcomes measured by means of such indicators as the growth of the level of mastery of language skills (in particular listening, reading and writing), which make up the ability to communicate in a foreign language (the Council of Europe's second key competence). Research shows e-learning considerably improves the effectiveness of competence-oriented educational efforts. To this end the author devised an e-learning course English for Law and incorporated it in his English teaching practice at university. The e-course integrated with traditional classes allowed to achieve some promising teaching results especially as they went beyond developing only a foreign language competence. With the holistic approach taken, the results corresponded with the development of other key competences, especially learning to learn.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(1):77 - 95. DOI:10.1504/IJCEELL.2014.059336
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    ABSTRACT: As we analyse the results of various examinations and competence tests in mathematics, we can say that students have insufficient level of certain mathematical competences. In order to solve this problem, a search to find possibilities to improve the process of teaching mathematics by means of information and communication technologies was started. A system for implementation of individual mathematics learning (Mathematics with Moodle) was prepared; it consists in gradual improvement of the level of mathematical competences of the students. A didactic tool was proposed - e-learning course preparing the students for the graduation exam in mathematics which includes an author's MatLearn module, shaping mathematical competences of students. Its aim is to increase the level of competences, especially the ones which have not been mastered yet. Programmed learning principles were used to construct study activities in the course.
    International Journal of Continuing Engineering Education and Life-Long Learning 01/2014; 24(3/4):252 - 268. DOI:10.1504/IJCEELL.2014.063098