Journal of Computer Assisted Learning

  in Journal   Posted on September 23, 2020

Journal Ranking & Metrics

G2R Score : 1.98
G2R H-Index : 6
JCR Impact Factor : 2.126
Scopus Citescore : 5.2
SCIMAGO SJR : 1.54
SCIMAGO H-index : 86
Guide2Research Overall Ranking : 536

Journal Information

ISSN : 0266-4909
Publisher :
Editors-in-Chief : Paul A. Kirschner
Journal & Submission Website : https://onlinelibrary.wiley.com/journal/13652729

Top Scientists who published in this Journal

Number of top scientists* : 7
Documents published by top scientists* : 8
* Based on data published during the last three years.

Aims & Scope of the Journal

The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments.Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic.First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate…