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Research and Practice in Technology Enhanced Learning (RPTEL) gets Q1-ranking in Scimago Journal & Country Rank

  • 2019 SJR (Scientific Journal Rankings) = 0.69
  • Rank 1,185 among all 6,267 open access journals ranked in 2019
  • Rank 1 among all 9 open access journals specialized in the subject field “Media Technology” ranked in 2019


COVID-19 and impact on peer review

As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times.  Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.


Related journals

Journal of Computers in Education
Educational Technology Research and Development
International Journal of Computer-Supported Collaborative Learning
Education and Information Technologies
Instructional Science
Smart Learning Environments

Aims and scope

 Research and Practice in Technology Enhanced Learning (RPTEL) is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning. RPTEL is the official journal of The Asia-Pacific Society for Computers in Education (APSCE). The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning. The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region. The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest. Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels. A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice. 

Open thematic series

Interest-Driven Creation (IDC): Experiences and Challenges
Deadline for submissions: May 10, 2019 July 15, 2019 

Call for Papers: Thematic Series

The Impacts and Implications of the COVID-19 Pandemic on E-Learning / Online Learning and Teaching: A Forward Looking Perspective

Paper submission due: 1 May 2021

Guest Editors

Weiqin Chen     (University of Bergen; Oslo Metropolitan University, Norway)

Morris Jong       (The Chinese University of Hong Kong, Hong Kong)               

The COVID-19 pandemic has disrupted education system worldwide, affecting over 94% of the world’s student population (UN, 2020). International organizations such as United Nations, UNESCO and OECD have published reports on and are monitoring the related educational statuses, policies, strategies and recovery plans with respect to the pandemic. On the one hand, the homeschooling and emergency remote teaching has affected all levels of educational systems and created challenges for multiple stakeholders, including children, students, families, teachers, administrators, and policy makers. On the other hand, the disruption caused by COVID-19 has also stimulated research and innovation in education sectors.

The impacts and implications of COVID-19 on education can be seen from macro-, meso-, and micro- levels. The macro-level includes factors such as institutional policies and strategies, funding and resources allocated to emergency remote education, and support and training to teachers and students. The meso-level includes factors such as teachers’ pedagogical approaches for remote education, adaption of curricula and assessment methods, and technology usage. The micro-level includes factors such as student needs, motivation, engagement, mental health, wellbeing, family situations, etc. Education in low-income and lower-middle-income countries and vulnerable groups including students with disabilities need special attention when researching the impacts of COVID-19.

To sharpen our understanding of the impacts and implications of COVID-19 pandemic and better prepare for education after COVID-19, we need more research, discussion, and collaborative efforts in the Asian-Pacific Computers in Education community and beyond. By identifying and understanding common and context-specific challenges, as well as collecting and sharing good practices in addressing challenges, we hope to provide insights into the impacts of COVID-19 from multiple perspectives across different education sectors and foster sustainable innovation for post-pandemic education.

This thematic series is targeted towards research that focuses on the impacts and implications of COVID-19 on teaching and learning from early-childhood, K-12 to higher education with a forward-looking perspective. We hope that more critical discourse will center on understanding the technological, pedagogical, and organizational challenges and solutions from different stakeholders and in different contexts. We would like to invite scholars from various disciplines and regions of the world to provide perspectives on the impacts and share good practices and innovative approaches to prepare for a post-pandemic world.


  1. Paper submission from authors: 1 May 2021
  2. Review completion by reviewers: 1 August 2021
  3. Paper revisions by authors for final publication: 1 October 2021


UN (2020). Policy Brief: Education during COVID-19 and beyond, United Nations.

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Annual Journal Metrics

  • Speed
    88 days to first decision for reviewed manuscripts only
    62 days to first decision for all manuscripts
    167 days from submission to acceptance
    35 days from acceptance to publication

    75 Altmetric mentions

This journal is indexed by

    • DOAJ
    • EBSCO Discovery Service
    • EBSCO Education Research Complete
    • EBSCO Education Source
    • EBSCO TOC Premier
    • Emerging Sources Citation Index
    • ERIC
    • Google Scholar
    • OCLC WorldCat Discovery Service
    • ProQuest Advanced Technologies & Aerospace Database
    • ProQuest SciTech Premium Collection
    • ProQuest Technology Collection
    • ProQuest-ExLibris Primo
    • ProQuest-ExLibris Summon
    • SCOPUS