International Review of Research in Open and Distributed Learning

International Review of Research in Open and Distributed Learning
Title	International Review of Research in Open and Distributed Learning
Discipline	Open learning, Distance education, Educational technology
Abbreviation	IRRODL
Publisher	Athabasca University
Country	Canada
History	2000–present
Frequency	Quarterly
Issn	1492-3831

Contents

International Review of Research in Open and Distributed Learning is a peer-reviewed, open-access journal that publishes research on Open University models, Massive open online course practices, and Educational technology innovations. It serves researchers at institutions such as Athabasca University, Open University (UK), University of British Columbia, and University of Toronto, and attracts submissions from scholars associated with UNESCO, OECD, European Commission, and World Bank projects. The journal informs practitioners linked to Commonwealth of Learning, Association for Learning Technology, International Council for Open and Distance Education, and policy-makers from Canadian Ministry of Education and Ministry of Education (United Kingdom) initiatives.

History

The journal was established in 2000 in partnership with Athabasca University and drew editorial models from journals like Computers & Education, Educational Researcher, Distance Education Journal, and British Journal of Educational Technology. Early editorial boards included scholars with affiliations to Open University (UK), University of Southern Queensland, University of Illinois Urbana–Champaign, Monash University, and University of British Columbia. Over time it chronicled developments related to MOOC platforms pioneered by Stanford University, Massachusetts Institute of Technology, Harvard University, and consortia like edX, Coursera, and FutureLearn. The journal documented policy shifts connected to initiatives by European Commission frameworks such as Lifelong Learning Programme and research funded by Social Sciences and Humanities Research Council and Natural Sciences and Engineering Research Council of Canada.

The journal's scope emphasizes empirical and theoretical work on Open University delivery, Remote learning technologies, and sociotechnical analyses of platforms like Blackboard Inc., Moodle, and Canvas (learning management system). It solicits contributions on learning analytics connected to xAPI and IMS Global Learning Consortium standards, instructional design influenced by ADDIE model and Gagné's Nine Events of Instruction, and accessibility informed by Web Accessibility Initiative. Interdisciplinary submissions often reference collaborations with UNESCO Institute for Lifelong Learning, World Health Organization e-learning initiatives, and projects funded by Horizon 2020 and Erasmus+.

The editorial structure typically comprises an Editor-in-Chief supported by associate editors and an international editorial board with members from Open University (UK), Athabasca University, University of Illinois Urbana–Champaign, University of Melbourne, University of Cape Town, and National University of Singapore. Peer review follows double-blind protocols similar to those employed by Taylor & Francis and SAGE Publications, with manuscript management systems influenced by platforms like ScholarOne and Editorial Express. Ethical oversight references standards set by Committee on Publication Ethics and institutional review processes at universities such as University of Alberta and University of Oxford.

Published on a quarterly schedule, the journal maintains an open-access model aligning with mandates from funding bodies like the European Research Council, Wellcome Trust, and Canadian Institutes of Health Research. Its licensing practices have used Creative Commons frameworks promoted by Creative Commons and institutional policies from Athabasca University Library. Archives interact with repositories such as ERIC, DOAJ, and national libraries including Library and Archives Canada and the British Library.

The journal is indexed or abstracted in services and databases including Scopus, Web of Science, ERIC, EBSCOhost, ProQuest, and Google Scholar. Metadata practices align with standards from CrossRef and ORCID and incorporate identifiers used by DOI registration agencies. Its content is discoverable through library catalogs maintained by OCLC and national consortia like Canadian Research Knowledge Network.

Impact metrics have been reported via citation aggregators such as Scopus CiteScore, Clarivate Analytics metrics formerly branded under Thomson Reuters, and altmetrics providers like Altmetric (company) and PlumX. Institutional assessment referencing includes evaluations by Times Higher Education and ranking methodologies that consider outputs from journals cited by Organisation for Economic Co-operation and Development reports. Authors track engagement through services provided by ResearchGate, Academia.edu, and university repositories at University of British Columbia and Monash University.

Notable contributions include empirical studies on MOOC completion rates that cite work from Stanford University researchers, comparative analyses of open pedagogy referencing University of Cape Town case studies, and reviews of learning analytics methodologies drawing on scholarship from University of Illinois Urbana–Champaign and University of Michigan. Special issues have engaged guest editors from Open University (UK), University of Melbourne, University of Sydney, and University of Toronto, and have featured commissioned pieces responding to reports by UNESCO, OECD, and the World Bank on digital learning transformation. The journal's outputs have informed policy dialogues at forums such as EDUCAUSE Annual Conference, Learning Technologies Conference, and meetings of the International Council for Open and Distance Education.

Category:Academic journals Category:Open access journals