Discover the International Review of Research in Open and Distributed Learning, a leading open access journal in online and distance education. Explore its prestige, broad scope, and high impact factor for valuable submissions in educational research.
The International Review of Research in Open and Distributed Learning stands as a cornerstone in the field of educational innovation, particularly for those advancing knowledge in online and distance education programs. Established in 2000 by Athabasca University, this peer-reviewed, open access journal has evolved into a vital resource for scholars worldwide. Its commitment to disseminating cutting-edge research on open learning environments, distributed educational models, and technology-enhanced pedagogy attracts contributions from leading academics and practitioners. With a focus on empirical studies, theoretical frameworks, and practical applications, the journal bridges the gap between research and real-world implementation in distance education.
Researchers value the International Review of Research in Open and Distributed Learning for its rigorous double-blind peer review process, ensuring that published works meet the highest standards of scholarly excellence. The journal's open access model, without article processing charges, democratizes access to knowledge, allowing global audiences to engage with influential studies on topics like massive open online courses (MOOCs), learner engagement in virtual settings, and equity in distributed learning systems. Over the years, it has published seminal articles that shape policy and practice in higher education, from exploring adaptive learning technologies to addressing challenges in remote instruction.
The journal's impact extends beyond academia, influencing educational policymakers, instructional designers, and institutions adopting hybrid learning models. Its interdisciplinary approach welcomes submissions from education, computer science, and social sciences, fostering collaborations that drive innovation. For researchers aiming to amplify their voice in the evolving landscape of online education, publishing here offers unparalleled visibility and credibility. Metrics such as its steady citation rates underscore its role in advancing the discourse on accessible and effective learning paradigms.
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The International Review of Research in Open and Distributed Learning was launched in 2000 as an initiative of Athabasca University, Canada's leading institution in open and distance education. From its inception, the journal aimed to provide a platform for scholarly dialogue on emerging trends in open learning. Over two decades, it has grown into a bimonthly publication, featuring original research articles, reviews, and case studies that reflect the dynamic shifts in educational delivery, especially accelerated by digital advancements and global events like the COVID-19 pandemic.
Key milestones include its early adoption of open access principles, making it one of the pioneers in freely accessible academic publishing. The journal has consistently adapted to technological changes, from early discussions on web-based learning to contemporary analyses of AI in education. Its editorial team, drawn from international experts, ensures diverse perspectives, with contributions spanning continents and career stages.
The journal encompasses a wide array of topics centered on open and distributed learning. It prioritizes research that advances understanding of learner-centered approaches, institutional strategies, and technological integrations in non-traditional educational settings.
| Discipline | Description |
|---|---|
| Distance Education | Pedagogical methods and outcomes in remote learning environments. |
| Open Educational Resources (OER) | Development, use, and impact of freely accessible learning materials. |
| E-Learning Technologies | Innovations in platforms, tools, and analytics for online instruction. |
| Adult and Lifelong Learning | Strategies for continuous education in distributed formats. |
| Educational Policy | Implications of open learning on global education systems. |
| Metric | Value | Source |
|---|---|---|
| Impact Factor | 2.837 (2022) | Clarivate Journal Citation Reports |
| 5-Year Impact Factor | 3.462 | Clarivate JCR |
| CiteScore | 5.8 | Scopus |
| h-Index | 62 | Scopus |
| Acceptance Rate | Approximately 25% | Publisher data |
The International Review of Research in Open and Distributed Learning is indexed in prestigious databases, enhancing its discoverability. It appears in Scopus, Web of Science (SSCI), ERIC, and DOAJ, ensuring broad visibility for authors. This indexing supports comprehensive abstracting services, allowing researchers to track citations and related works efficiently.
As a diamond open access journal, the International Review of Research in Open and Distributed Learning publishes without author fees, supported by Athabasca University. Articles are licensed under Creative Commons Attribution 4.0, promoting reuse while maintaining author rights. The model emphasizes sustainability through institutional backing, avoiding paywalls and APCs to prioritize accessibility.
Submissions are handled via the journal's online portal at the official site. Authors must adhere to APA style, with manuscripts up to 8,000 words. The process involves initial screening, followed by double-blind review by at least two experts. Guidelines emphasize originality, ethical standards, and relevance to open and distributed learning themes.
The editorial board comprises distinguished scholars from institutions like the Open University (UK), University of South Africa, and Athabasca University. Editor-in-Chief George Veletsianos brings expertise in educational technology and online learning design. Other members include specialists in learner analytics and policy, ensuring balanced oversight and global representation.
Publishing in this journal offers researchers enhanced career prospects through high citation potential and affiliation with a respected outlet. Its open access nature maximizes readership, while the focus on timely topics like digital equity positions articles at the forefront of educational discourse. Authors benefit from constructive feedback and networking opportunities within the international community.
| Journal | Impact Factor | Focus | Open Access |
|---|---|---|---|
| International Review of Research in Open and Distributed Learning | 2.837 | Open/distance education | Yes, diamond |
| Distance Education | 2.5 | Distance learning theory | Hybrid |
| Open Learning | 1.8 | Open education practices | Yes |
| Journal of Online Learning and Teaching | Not ranked | Online pedagogy | Yes |
To succeed, align your work closely with the journal's scope, emphasizing innovative contributions to open learning. Conduct a thorough literature review using indexed sources and ensure methodological rigor. Engage with reviewer feedback iteratively. For career advancement, pair your submission with explorations of academic advising resources or PhD programs in online education. Track trends via higher ed news on education technology to strengthen relevance.