International Journal of Continuing Engineering Education and Life-Long Learning
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
|Website||International Journal of Continuing Engineering Education and Lifelong Learning website|
|Material type||Series, Periodical|
|Document type||Journal / Magazine / Newspaper|
- Author can archive a pre-print version
- Author cannot archive a post-print version
- 6 months embargo
- 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
Publications in this journal
- [Show abstract] [Hide abstract] ABSTRACT: This paper, prepared by an international team of authors focuses on the conceptual aspects: Analyses law, ethical, human, technical, social factors of ICT development, e-learning and intercultural development in different countries, setting out the previous and new theoretical model and preliminary findings of study in the framework of the international project IRNet. In particular, the article describes a WP2: Analyses of legal, ethical, human, technical and social factors of ICT and e-learning development, and the state of intercultural competences in partner countries. The second part of the paper includes data from preliminary research. During the study and analysis of global (international) and local (national) documents as well as university documents tables were prepared which set forth a comparison of different legal, ethical, human, technical, scientific and social factors of ICT and e-learning development, and the state of intercultural competences in several partner countries, for example the Netherlands, Poland, Ukraine, Australia in the context of the IRNet project - international research network.
- [Show abstract] [Hide abstract] ABSTRACT: Taking the concept of 'learning design' as a starting point, this paper explores design decision for the construction of a joint Blackboard site with embedded discussion board for students studying the same unit in either on-campus or online mode. In particular, the discussion board was designed to function as a communal space and central meeting point, inviting the disparate groups to 'mingle' and engage in border crossing behaviours and informal ethics training. The discussion board design was approached from a 'built pedagogy' perspective in conjunction with learning design principles and was underpinned by a Bourdieuian dispositional theory of action standpoint. This paper will provide an argument for the need to break down artificial barriers between learners and will illustrate how discussion boards can be employed to function as change agents.
- [Show abstract] [Hide abstract] ABSTRACT: This paper is aimed at analysing case studies of the use of concept maps as tools in the development of eLearning courses or when teaching eLearning courses. Teachers discovered the advantages of concept mapping and learners have come to like it to such an extent that they use it when writing their seminar papers or in their theses. We present papers in which learners develop ICT-supported courses - eLearning courses. The authors of such papers usually follow instructional system design (ISD) principles. Usually, they create a map of all stages of the system design life cycle and go from the low level of distinction to the more detailed levels. Mapping can also be used when explaining the curriculum in an eLearning course. Concept maps can be used in different ways by students because each of them has a different learning style. The authors of theses, which have been selected as examples in this paper, are distant learners who used the paper results in business practice.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.