Advanced Technology for Learning Journal Impact Factor & Information

Publisher: ACTA Press

Journal description

First published in January 2004, this journal already established itself as one of the leading periodical publications on all aspects and applications of advanced technology-based learning, teaching, education and training. They include but are not limited to innovative Web-based learning and teaching/training technologies, streaming multimedia technologies, reusable learning objects and standards for learning objects, authoring systems, intelligent tutoring systems, adaptive and adaptable educational hypermedia systems, Web services, Web-based collaborative learning, Web-based communication technologies, virtual reality and scientific virtual laboratories, innovative curriculum and courseware for technology-based learning, state-of-the-art hardware/software tools and systems, quality and assessment issues, virtual colleges and universities, online degree and certificate programs, corporate online universities, national and international projects in advanced technology-based learning. The journal includes regular and special issues on various hot research topics in designated areas, book reviews, best papers of international conferences on technology-based education and learning, information about conferences, call for project proposals, call for papers and new publications. It appears quarterly.

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 Advanced Technology for Learning website
Other titles Advanced technology for learning (Online)
ISSN 1710-2251
OCLC 166882844
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

ACTA Press

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • Permission must be obtained from the publisher
  • Classification
    ​ white

Publications in this journal

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    ABSTRACT: organized and managed the 2008 World Survey in WBE area. The goal of this survey was to identify important groups of strategic issues that most likely will have significant impact on WBE systems and projects in 2008–2015. A list of selected groups of strategic issues included the following ones: (1) administration, (2) courseware, (3) evaluation, (4) faculty, (5) funding, (6) infrastructure, (7) instructional approaches, (8) intellectual policy, (9) outsourcing, (10) partnerships, (11) quality, (12) security, (13) services, (14) social networking, (15) strategic planning, (16) students, (17) technology, and (18) other. Feedback from a total of 182 experts, who represent 146 organizations (colleges, universities, ministries of education, and training organizations) in 47 different countries all over the world, is summarized below.
    Advanced Technology for Learning 11/2008; 5. DOI:10.2316/Journal.208.2008.1.208-0930
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    ABSTRACT: The recent diffusion of information and communication technologies in the educational field has allowed the adoption of socio-constructivist approaches in virtual learning contexts. In particular, the research field of computer supported collaborative learning (CSCL) considers the negotiation of meanings through discussion and collaboration as the main catalyst agent for developing new knowledge. In CSCL, different techniques can be used by the designer for fostering debate and collaboration among peers. The present paper illustrates some of the most popular stratagems for fostering collaboration online (the jigsaw, the peer review, the case study, the role play). Afterwards, considerations are provided concerning the most useful functions required by the virtual learning system to support the adoption of such techniques and to foster collaboration and interaction.
    Advanced Technology for Learning 01/2007; 4(1):53-59. DOI:10.2316/Journal.208.2007.1.208-0907
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    ABSTRACT: The increasing technical capabilities as well as the wide distribution of mobile devices challenge educational institutions to develop appropriate concepts and applications of mobile learning. In this article, didactical and usability aspects, results and experiences of the first stage of an mLearning project in medical education will be described in detail. Within this project, a multimedia-based course-unit was created for use with personal digital assistants (PDAs) in the context of the medical student's physical examination course. In addition, the effectiveness of video support is considered important in the field of education in medicine and dentistry. By using simple software tools, existing video clips in different video formats can easily be converted for use on a PDA.
    Advanced Technology for Learning 01/2007; 4(2):92-98. DOI:10.2316/Journal.208.2007.2.208-1080
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    ABSTRACT: The topic of this special issue is technology for collaborative learning. Given the impressive rise of the Internet with its attendant collaboration and communication technologies, it is important to investigate how these existing and emerging technologies can support and facilitate collaborative computer-based and Internet-based learning.
    Advanced Technology for Learning 01/2007; 4(1):1-2.
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    ABSTRACT: In 2006 the International Journal on Advanced Technology for Learning (ATL), InterLabs Research Institute (IRI) at Bradley University (Peoria, IL, USA), and the leaders of the Annual International Conferences on Computers and Advanced Technology ...
    Advanced Technology for Learning 01/2007; 4(3). DOI:10.2316/Journal.208.2007.3.208-0915
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    ABSTRACT: Security in e-learning is becoming increasingly important as large universities use e-learning in their day-to-day business processes. However, mobile devices are used by many students without regard for related security issues. Mobile devices introduce new threats to an e-learning environment. By systematically analyzing the weaknesses inherent to mobile devices, ways of addressing risks specific to mobile e-learning are derived.
    Advanced Technology for Learning 01/2007; 4(2):99-105. DOI:10.2316/Journal.208.2007.2.208-1084
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    ABSTRACT: Virtual learning environments supply us with new tools for learning. The conditions for communication are likely to affect the knowledge process. In this paper, we present the study of a collaborative knowledge process with the aim of identifying factors that can affect collaborative learning in a web-based environment. Underlining the study is an assumption that student teachers will be better equipped, if they have experienced and discussed methods of collaborative learning while in training. A tool for analysing the communication process in a knowledge production perspective was developed and used with a collaborative web-based method in a teacher-training programme. Results identified two critical factors affecting the level of collaboration connected to the knowledge process. Social interaction, to establish a group culture and the exchange of experiences, as a foundation for knowledge production is in this study a key factor for designing a web-based collaborative learning context. The insight into these processes is central for planning and choosing methods for collaborative courses, and the analysing tool can be used for evaluation of group work and assessments.
    Advanced Technology for Learning 01/2007; 4(1):30-35. DOI:10.2316/Journal.208.2007.1.208-0904
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    ABSTRACT: This paper describes experiences of using a 3D collaborative virtual environment (CVE) as a tool for a creative collaborative visualization of curriculum content in a university course. The goal of this project was to improve the students' understanding of the curriculum and explore the possibilities of 3D CVEs in this context. The project resulted in a number of original virtual constructions, visualizing topics and concepts introduced in the course. Based on this experience, the paper discusses the suitability of 3D CVEs for the task of creative curriculum visualization and elaborates on some pedagogical aspects.
    Advanced Technology for Learning 01/2007; 4(3). DOI:10.2316/Journal.208.2007.3.208-0913
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    ABSTRACT: In 2006 the International Journal on Advanced Technology for Learning (ATL), InterLabs Research Institute (IRI) at Bradley University (Peoria, IL, USA), and the leaders of the Annual International Conferences on Computers and Advanced Technology in Education (CATE Conference) and Web-Based Education (WBE Conference) organized and managed a world survey of experts in the area of Technology-Based Education (TBE). The goal of the survey was to identify a profile of a modern instructor for TBE -- this area includes but is not limited to information and communication technology (ICT) based education, computer-based education (CBE), stored (like CDs, DVDs, video- and audio cassettes) media-based education, WBE, Internet2-based education, interactive TV-based education, open broadcast TV-based education, mobile TBE education. The selected components of instructor's profile include but are not limited to (1) ownership of technology, (2) self-reported skills regarding various information, computer, software, communication, and collaboration technologies, (3) technologies used in TBE and hours spent per week on technology-related activities, and (4) use of main technologies for WBE such as learning management systems (LMS), repositories of learning objects (RLO), digital libraries (DL), open courseware (OCW), etc. The feedback from a total of 92 experts, who represent 61 institutions (colleges, universities, and training institutions) from 26 countries all over the world, is summarized below.
    Advanced Technology for Learning 01/2007; 4(3). DOI:10.2316/Journal.208.2007.3.208-0908
  • Advanced Technology for Learning 01/2007; 4(1). DOI:10.2316/Journal.208.2007.1.208-0899
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    ABSTRACT: In this paper we will first analyse what has happened in organizational decision-making during the last decades. We will concentrate on the open system view of organizations, which emphasizes the systemic and dynamic nature of the post-modern decision-making environment. This development will be considered from the point of view of business simulation gaming. Finally, we will describe experiences from training sessions carried out with a process-oriented learning environment. Our results clearly indicate that continuous simulation gaming is a relevant method for business education.
    Advanced Technology for Learning 01/2007; 4(4):200-205. DOI:10.2316/Journal.208.2007.4.208-0920
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    ABSTRACT: One of the basic requirements for education in the future is to prepare learners for participation in a networked, information society in which knowledge will be the most critical resource for social and economic development. Web-based cooperative learning is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Mathematics offers many opportunities for creative thinking and for solving non-routine intriguing problems, hence it contributes to the cultural development of citizens, to enable them to participate in the social life with awareness and critical eye. This paper presents the use of Web-based systems implementing cooperative type strategies in two suitable environments for learning math, Geometriamo and Math&Co., and the studies aiming to investigate the aspect of fostering meaningful communication and the development and enhancement of metacognitive skills. Results confirm that the use of technological support to stimulate communication has positive effects not only on the quality of the interaction, but also on the quality of the learning gain of the members making up the cooperative learning experience. Moreover, by stimulating students' mental processes, our approach enables them to develop higher level math skills and acquire problem-solving abilities.
    Advanced Technology for Learning 01/2007; 4(1):9-16. DOI:10.2316/Journal.208.2007.1.208-0901