Guest Editors

Filomena Faiella, University of Salerno, Italy


Important dates
October, 30th 2016 Initial manuscripts due
November 30th 2016 Notification and Review Comments
January, 2017 Special Issue published

Higher education institutions have an increasing need to include experiential learning practices, work placements, and graduate internships within the curriculum for at least three reasons: firstly, to improve the employability of graduates by meeting employers' skill needs; secondly, to make more competitive many adults who are returning to study to advance or change their careers; thirdly, to enhance student learning, allowing to link theoretical concepts with their applicability, as well as establishing a complementary relationship of thought and action.

Experiential learning is defined as the "learning process that takes place beyond the traditional classroom and that enhances the personal and intellectual growth of the student. Such education can occur in a wide variety of settings, but it usually takes on a 'learn-by-doing' aspect that engages the student directly in the subject, work or service involved" (Katula, Threnhauser, 1999, p. 240). The underlying idea behind experiential learning is that students learn best by doing (Dewey, 1938; Lewin, 1946; Rogers, 1969; Kolb, Kolb, 2005).

The special issue focuses on the interplay between experiential learning and ICT at the undergraduate level. Although either have long traditions of theorising or practice, as yet, there is little research on the ways in which the ICT can provide support and maximise experiential learning. The aim that it is intended to achieve is to select and appraise proposals on any subject related to the main topics listed below to provide all high quality research evidence relevant for scholars, stakeholders, faculty/staff members, but also for students and newcomers to this expanding field.

Topics of interest include but are not limited to:
  • Framing of the meaning, nature, forms, and conceptualisations of experiential learning
  • Conceptualisations of experiential learning and different roles of ICT
  • Impacts of ICT on experiential learning practices, work placements, and graduate internships
  • Uses of ICT for experiential learning practices, work placements, and graduate internships
  • Experiential learning activities in virtual learning environments
  • Designing of learning environments for experiential learning approaches
  • Limitations of ICT for experiential learning, work placements, and graduate internships
  • Indicators of educational effectiveness for online experiential learning
  • Advanced tools for experiential learning
  • Computer-based simulated environments for experiential learning practices and work placements
  • Type of learning organisation to maximise the potential of ICT for experiential learning
  • Virtual Laboratory
  • Best practices and case studies

All submitted papers will be subject to a selection mechanism based on a double blind review.


Language: all contributions/papers must be written in English
Author Guidelineshttp://www.je-lks.org/ojs/index.php/Je-LKS_EN/about/submissions

The Journal of e-Learning and Knowledge Society (Je-LKS) (eISSN 1971-8829) is published by the Italian Society of e-Learning since 2005 and in 2015 has published its eleventh volume, consisting of three numbers (their output is four months). Je-LKS is indexed, among other things, on AACE-EdITLib, Web of Science Content Expansion (Thompson Reuters) Scopus, Elsevier, DOAJ, IET Inspec, CiteFactor and in 2016 reached a h-index of 19 (Publish or Perish based on Google Scholar database). ANVUR Ranking: A-Class for Sector 11-D1 and 11-D2