Example of Journal of Educational Computing Research format
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Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format
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Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format Example of Journal of Educational Computing Research format
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open access Open Access ISSN: 7356331 e-ISSN: 15414140
recommended Recommended

Journal of Educational Computing Research — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #92 of 1319 up up by 247 ranks
Computer Science Applications #178 of 693 up up by 127 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 242 Published Papers | 1211 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 25/06/2020
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FAQ

Journal Performance & Insights

  • Impact Factor
  • CiteRatio
  • SJR
  • SNIP

Impact factor determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

2.18

41% from 2018

Impact factor for Journal of Educational Computing Research from 2016 - 2019
Year Value
2019 2.18
2018 1.543
2017 1.234
2016 0.678
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 41% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

CiteRatio is a measure of average citations received per peer-reviewed paper published in the journal.

5.0

47% from 2019

CiteRatio for Journal of Educational Computing Research from 2016 - 2020
Year Value
2020 5.0
2019 3.4
2018 2.8
2017 1.9
2016 2.0
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 47% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR) measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

1.05

20% from 2019

SJR for Journal of Educational Computing Research from 2016 - 2020
Year Value
2020 1.05
2019 0.877
2018 0.789
2017 0.647
2016 0.612
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 20% in last years.
  • This journal’s SJR is in the top 10 percentile category.

Source Normalized Impact per Paper (SNIP) measures actual citations received relative to citations expected for the journal's category.

1.694

29% from 2019

SNIP for Journal of Educational Computing Research from 2016 - 2020
Year Value
2020 1.694
2019 1.313
2018 1.149
2017 0.792
2016 0.568
graph view Graph view
table view Table view

insights Insights

  • SNIP of this journal has increased by 29% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Related Journals

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CiteRatio: 5.2 | SJR: 0.896 | SNIP: 2.015
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CiteRatio: 2.7 | SJR: 0.447 | SNIP: 1.45

Journal of Educational Computing Research

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SAGE

Journal of Educational Computing Research

COPE is committed to educate and support editors, publishers and those involved in publication ethics with the aim of moving the culture of publishing towards one where ethical practices becomes the norm, part of the publishing culture. Our approach is firmly in the direction ...... Read More

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Last updated on
25 Jun 2020
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ISSN
1541-4140
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Acceptance Rate
Not Provided
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Frequency
Not Provided
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Open Access
Not Provided
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.2190/7MQV-X9UJ-C7Q3-NRAG
Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing.
Charlotte Nirmalani Gunawardena1, Constance A. Lowe1, Terry Anderson2

Abstract:

This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learni... This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learni... read more read less

Topics:

Collaborative learning (56%)56% related to the paper, Teleconference (51%)51% related to the paper
View PDF
1,520 Citations
Journal Article DOI: 10.2190/0EW7-01WB-BKHL-QDYV
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
Matthew J. Koehler1, Punya Mishra1

Abstract:

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked togeth... We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student- and faculty-participants’ learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun. More importantly, the participants, both as individuals and as a group, appeared to have developed significantly in their knowledge of technology application, as well as in their TPCK. In brief, learning by design appears to be an effective instructional technique to develop deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. read more read less

Topics:

Learning environment (58%)58% related to the paper, Educational technology (58%)58% related to the paper, Instructional design (57%)57% related to the paper, Faculty development (56%)56% related to the paper, Distance education (52%)52% related to the paper
View PDF
982 Citations
Journal Article DOI: 10.2190/FLHV-K4WA-WPVQ-H0YM
Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis.

Abstract:

Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a me... Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a me... read more read less

Topics:

Educational technology (54%)54% related to the paper, Learning theory (53%)53% related to the paper
773 Citations
open accessOpen access Journal Article DOI: 10.2190/CYXD-6XG4-UFN5-YFB0
Computer-Supported Intentional Learning Environments
Marlene Scardamalia1, Carl Bereiter1, Robert S. McLean1, Jonathan Swallow1, Earl Woodruff1

Abstract:

CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The ... CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed to support students in more purposeful and mature, or intentional, processing of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledge-construction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other's learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out. read more read less

Topics:

Learning sciences (58%)58% related to the paper, Experiential learning (57%)57% related to the paper, Cooperative learning (56%)56% related to the paper
View PDF
622 Citations
Journal Article DOI: 10.2190/H7E1-XMM7-GU9B-3HWR
Gender Differences in Self-Efficacy and Attitudes toward Computers

Abstract:

This study is aimed to investigate gender differences regarding computer attitudes and perceived self-efficacy in the use of computers among 147 college students. At the end of a computer course, the students completed a questionnaire designed to measure self-efficacy, computer anxiety, computer liking, and computer confidenc... This study is aimed to investigate gender differences regarding computer attitudes and perceived self-efficacy in the use of computers among 147 college students. At the end of a computer course, the students completed a questionnaire designed to measure self-efficacy, computer anxiety, computer liking, and computer confidence. The results revealed gender differences in perceived self-efficacy regarding completion of complex tasks in both word processing and spreadsheet software. No gender differences were found in computer attitudes or self-efficacy regarding simple computer tasks. Male students had previously had more computer experience in programming and computer games and reported that they had previously had more encouragement from parents and friends. read more read less

Topics:

Word processing (57%)57% related to the paper
562 Citations
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Journal of Educational Computing Research format uses SageV citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

Absolutely not! With our tool, you can freely write without having to focus on LaTeX. You can write your entire paper as per the Journal of Educational Computing Research guidelines and autoformat it.

Yes. The template is fully compliant as per the guidelines of this journal. Our experts at SciSpace ensure that. Also, if there's any update in the journal format guidelines, we take care of it and include that in our algorithm.

Sure. We support all the top citation styles like APA style, MLA style, Vancouver style, Harvard style, Chicago style, etc. For example, in case of this journal, when you write your paper and hit autoformat, it will automatically update your article as per the Journal of Educational Computing Research citation style.

You can avail our Free Trial for 7 days. I'm sure you'll find our features very helpful. Plus, it's quite inexpensive.

Yup. You can choose the right template, copy-paste the contents from the word doc and click on auto-format. You'll have a publish-ready paper that you can download at the end.

A matter of seconds. Besides that, our intuitive editor saves a load of your time in writing and formating your manuscript.

One little Google search can get you the Word template for any journal. However, why do you need a Word template when you can write your entire manuscript on SciSpace, autoformat it as per Journal of Educational Computing Research's guidelines and download the same in Word, PDF and LaTeX formats? Try us out!.

Absolutely! You can do it using our intuitive editor. It's very easy. If you need help, you can always contact our support team.

SciSpace is an online tool for now. We'll soon release a desktop version. You can also request (or upvote) any feature that you think might be helpful for you and the research community in the feature request section once you sign-up with us.

Sure. You can request any template and we'll have it up and running within a matter of 3 working days. You can find the request box in the Journal Gallery on the right sidebar under the heading, "Couldn't find the format you were looking for?".

After you have written and autoformatted your paper, you can download it in multiple formats, viz., PDF, Docx and LaTeX.

To be honest, the answer is NO. The impact factor is one of the many elements that determine the quality of a journal. Few of those factors the review board, rejection rates, frequency of inclusion in indexes, Eigenfactor, etc. You must assess all the factors and then take the final call.

SHERPA/RoMEO Database

We have extracted this data from Sherpa Romeo to help our researchers understand the access level of this journal. The following table indicates the level of access a journal has as per Sherpa Romeo Archiving Policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

The 5 most common citation types in order of usage are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

Our journal submission experts are skilled in submitting papers to various international journals.

After uploading your paper on SciSpace, you would see a button to request a journal submission service for Journal of Educational Computing Research.

Each submission service is completed within 4 - 5 working days.

Yes. SciSpace provides this functionality.

After signing up, you would need to import your existing references from Word or .bib file.

SciSpace would allow download of your references in Journal of Educational Computing Research Endnote style, according to sage guidelines.

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