Five learning theories to consider in eLearning design

Understanding the principles of knowledge acquisition can help educators to create more effective learning experiences. This article explores five learning theories that are worth considering when designing eLearning courses, and discusses why practitioners may find...

Matching Moodle affordances with different knowledge types

The field of eLearning undeniably offers a wide range of affordances – i.e. options that are made available to eLearning practitioners. When used effectively, these resources provide great value in ensuring that learning objectives are achieved successfully. One...

The rise of digital textbooks: Four features to look out for

When it comes to textbooks, the topic of ‘print versus digital’ is an ongoing debate. Although each person has their preference, there’s no denying that printed materials are somewhat limited in terms of versatility. Digital textbooks, on the other hand, provide both...

The objectives of this Journal are to:

  • Contribute to critical dialogues in academic EdTech – the study, innovation and development of pedagogical practices in 21st century education.
  • Engage academic and non-academic stakeholder communities in dialogues relating to academic EdTech across a range of modalities, including traditional research and scholarship, academic essays, opinion pieces, articles, documentary films, and, the curation of national and international dialogues, blogs and tweets related to academic Edtech and pedagogic identities.
  • Multiply participation in, and consumption of, dialogues in academic EdTech studies.
  • Contribute to innovation and transformation in curriculum design, the provision of teaching and learning and related academic EdTech practices.
  • Test the viability of interdisciplinary and digital knowledge production and content reproduction practices that intentionally operate across traditional disciplinary boundaries and through a range of digital modes and modalities.

The vision is therefore to engender broader public and academic dialogues in pedagogical innovation by providing an accessible digital platform; to innovate, re-imagine and transform teaching and learning through a range of research practices, active recontextualisations of existing work in the field, curated contents and shared resources.

The Editorial Board of our Journal is:

Mr. Janse Maritz (MCom, PHeD) – board chairman
Dr. Andrew Hibling (BCom, MBChB, MPhil)
Dr. Amy Duncan (PhD)
Mrs. Catherine Robb (BSocSc, PGCE)
Ms. Feziwe Langbooi (BCom, ACIFRSQ)
Ms. Katherine Fourie (BPsych)
Mrs. Marilette Pretorius (PGCE, MA)
Ms. Nadia Ellis (BA (Hons))


Complexity and the modern curriculum

Complexity and the modern curriculum

The curriculum operates in a space where knowledge is recontextualised and organised for various pedagogical purposes. It also exists as a compelling site of personal, social, cultural, political and symbolic reflection. The process of selection necessarily entailed...

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The science behind great eLearning videos

The science behind great eLearning videos

When it comes to eLearning courses, video is undeniably one of the most popular mediums of instruction. It is a valuable tool for creating a diverse range of content, compiling micro lessons, and illustrating knowledge in a fun and engaging way. Recent advances in...

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