About the Journal

Focus and Scope

With the acceleration of digital transformation, in particular propelled by the COVID-19 Pandemic in the early 2020s, online learning and teaching have entered the mainstream of education at all levels, including K-12, higher education, professional and vocational training, and continuing education. Open, Distance, and Digital Education (ODDE) is an overarching term for all kinds of learning and teaching processes in which educational technology, digital media, and tools are used to present and deliver content and to facilitate and support communication, interaction, collaboration, assessment, and evaluation. ODDE includes various practices, from technology-enhanced education to flipped learning and blended learning to fully online distance education. The term ODDE is comprised of open and distance education to clearly mark the historical origin of recent online education, and digital education to capture newer and emerging manifestations of teaching and learning in the digital transformation process of educational institutions.

The Journal of Open, Distance, and Digital Education (JODDE) aims to promote the publication of critical scholarly works and the exchange of knowledge among educators, researchers, policy-makers, and administrators in K-12, higher education, adult education, and workplace settings.

Following the 3M-Framework[1], JODDE welcomes previously unpublished manuscripts that advance the understanding of ODDE on the macro- and meso-levels of educational systems and institutions, including papers reporting on qualitative, quantitative, and mixed methods studies; critical reflections; systematic reviews; theoretical or conceptual papers; and position papers. Papers on micro-level practice, for example, evaluating the impact of single teaching and learning interventions without an institutional or system dimension, are not within the scope of JODDE.

Authors are encouraged to submit papers related, but not limited, to the following topics in ODDE:

  • history, theory, and research trends
  • global perspectives and internationalization
  • digital transformation of educational systems
  • ODDE for sustainable development
  • diversity, equity and ethics
  • organization, leadership, and change
  • professional development and faculty support
  • institutional infrastructure and educational technology
  • costs and finance
  • quality evaluation and assurance systems and policies
  • (open) educational resources and digital library services
  • learner support systems and counseling

Transparency statements

  • JODDE is an open-access journal listed with the Directory of Open Access Journals (DOAJ).
  • No publication fee is charged.
  • A double-blind review is adopted. All submissions will be sent out for peer review by at least two reviewers if they are found to fall within the focus and scope of the journal in the initial editorial assessment. 
  • Peer reviewers will make recommendations on whether the submissions are publishable. Nevertheless, the final decision rests with the Editor(s).
  • Papers are accepted on a continuing basis and are published once formally accepted (rolling issues).

 

Oldenburg (Germany), December 20, 2022

Center for Open Education Research (COER):
Dianne Conrad, Michael Kerres, Kyungmee Lee, Paul Prinsloo, Patricia J. Slagter van Tryon, Junhong Xiao, Olaf Zawacki-Richter

 

 

 

[1] Zawacki-Richter, O. (2009). Research Areas in Distance Education: A Delphi Study. The International Review of Research in Open and Distributed Learning, 10(3). https://doi.org/10.19173/irrodl.v10i3.674 

Zawacki-Richter, O., & Bozkurt, A. (2022). Research Trends in Open, Distance, and Digital Education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 1–23). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0351-9_12-1