Call for paper

e-Learning:  requirements of the disciplines

Important dates
  • Paper submission date (full papers): 10 March 2013
  • Language: all contributions/papers must be written in English
  • The journal's website to download the editorial guidelines:
  • The accepted papers will be published in the Journal of e-Learning and Knowledge Society, Vol 9, No. 2, 2013.
All submitted papers will be subject to a selection mechanism based on a double blind review.
The Journal of e-Learning and Knowledge Society (Je-LKS) (eISSN 1971-8829) is published by the Italian Society of e-Learning since 2005 and with 2012 has closed its eighth volume, consisting of three numbers (their output is four months). Je-LKS is indexed, among other things, on Scopus, Elsevier, DOAJ and in 2012 reached a h-index of 10 compared to Google Scholar database. 

Je-LKS intends to devote its second issue of 2013 to the theme the requirements of e-learning technologies with respect to different scientific disciplines and teaching.

The disciplines have their own epistemological articulation which consists of object, language, hermeneutics, research methodology, transferability and principles. This means that the disciplines should be declined, through teaching mediation in an appropriate training and that tools and methodologies be adapted to disciplinary structure, conceptual frame and specific purpose of each discipline. The objects of investigation, the descriptive language and methods to investigate them can be found in an e-learning approach that might maximize the educational principles and conditions for each specific discipline and make teaching settings more effective. However, we cannot address the phenomenon as a whole, almost as if these "technological recipes” may be appropriate for all learning and training situations. A thorough knowledge of new  technologies and their real educational power is needed, both for ensuring a stable ground on which to construct innovative forms of teaching and learning, and for choosing among the available technologies the best suited ones as for the peculiarities of a specific subject area. The technologies, in fact, may intervene on a specific curriculum to ensure educational and epistemic authenticity to disciplinary knowledge.

It is important to investigate and understand  how the experiential relationship with technology, integrated into the teaching / learning process, may nowadays present itself as a new digital wisdom in the teaching of disciplines, rather than to identify general purpose technological applications.

This is the investigational aim of Je-LKS special issue, which can be better articulated into the following methodological and technical-applicative questions:
  • What cognitive, emotional, behavioral processes are to be supported when learning a specific discipline?
  • What are the “desiderata” features in the formation of specific professional roles which can be boosted using educational technologies?
  • What principles the e-learning forms must meet to be effective in a specific disciplinary context?
  • What e-learning applications are able to promote learning in a specific subject area?
  • What are, if any, the empirical evidences?
  • What e-learning tools have resulted to be more effective / ineffective compared to the teaching of specific disciplines?