Example of British Journal of Educational Technology format
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Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format Example of British Journal of Educational Technology format
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open access Open Access
recommended Recommended

British Journal of Educational Technology — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #23 of 1319 up up by 2 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 494 Published Papers | 3764 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 28/06/2020
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Related Journals

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CiteRatio: 5.9
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Journal Performance & Insights

Impact Factor

CiteRatio

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.

A measure of average citations received per peer-reviewed paper published in the journal.

2.951

14% from 2018

Impact factor for British Journal of Educational Technology from 2016 - 2019
Year Value
2019 2.951
2018 2.588
2017 2.729
2016 2.41
graph view Graph view
table view Table view

7.6

25% from 2019

CiteRatio for British Journal of Educational Technology from 2016 - 2020
Year Value
2020 7.6
2019 6.1
2018 7.2
2017 5.9
2016 5.2
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 14% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 25% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.79

10% from 2019

SJR for British Journal of Educational Technology from 2016 - 2020
Year Value
2020 1.79
2019 1.624
2018 1.419
2017 1.339
2016 1.366
graph view Graph view
table view Table view

2.494

6% from 2019

SNIP for British Journal of Educational Technology from 2016 - 2020
Year Value
2020 2.494
2019 2.347
2018 2.445
2017 2.11
2016 1.936
graph view Graph view
table view Table view

insights Insights

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

insights Insights

  • SNIP of this journal has increased by 6% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
British Journal of Educational Technology

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Wiley

British Journal of Educational Technology

The British Journal of Educational Technology provides readers with the widest possible coverage of developments in international educational and training technology. BJET is a primary source for academics and professionals in learning technology. Articles cover the whole rang...... Read More

Education

Social Sciences

i
Last updated on
28 Jun 2020
i
ISSN
0007-1013
i
Impact Factor
High - 1.709
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
apa
i
Citation Type
Numbered
[25]
i
Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1111/J.1467-8535.2007.00793.X
The 'digital natives' debate: a critical review of the evidence
Sue Bennett1, Karl Maton2, Lisa Kervin1

Abstract:

The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skill... The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’. We propose that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education. read more read less

Topics:

Digital native (60%)60% related to the paper, Traditional education (57%)57% related to the paper, Moral panic (52%)52% related to the paper
View PDF
2,534 Citations
Journal Article DOI: 10.1111/J.1467-8535.2005.00515_7.X
Research methods in the social sciences
Sanjaya Mishra1

Abstract:

Find loads of the research methods in the social sciences book catalogues in this site as the choice of you visiting this page. You can also join to the website book library that will show you numerous books from any types. Literature, science, politics, and many more catalogues are presented to offer you the best book to fin... Find loads of the research methods in the social sciences book catalogues in this site as the choice of you visiting this page. You can also join to the website book library that will show you numerous books from any types. Literature, science, politics, and many more catalogues are presented to offer you the best book to find. The book that really makes you feels satisfied. Or that's the book that will save you from your job deadline. read more read less

Topics:

Social science education (73%)73% related to the paper, Outline of social science (70%)70% related to the paper, Social studies (66%)66% related to the paper, Learning sciences (64%)64% related to the paper, Behavioural sciences (63%)63% related to the paper
2,207 Citations
Journal Article DOI: 10.1111/J.1467-8535.2009.01038.X
What are the learning affordances of 3-D virtual environments?
Barney Dalgarno1, Mark J. W. Lee1

Abstract:

Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learnin... Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au read more read less

Topics:

Educational technology (58%)58% related to the paper, Higher education (56%)56% related to the paper, Experiential learning (55%)55% related to the paper, Vocational education (54%)54% related to the paper, Educational research (52%)52% related to the paper
View PDF
1,071 Citations
Journal Article DOI: 10.1111/J.1467-8535.2007.00809.X
Investigating the determinants and age and gender differences in the acceptance of mobile learning
Yi-Shun Wang1, Ming-Cheng Wu1, Hsiu-Yuan Wang1

Abstract:

With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by ind... With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by individuals is critical to the successful implementation of m-learning systems.Thus, there is a need to research the factors that affect user intention to use m-learning. Based on the unified theory of acceptance and use of technology (UTAUT), which integrates elements across eight models of information technology use, this study was to investigate the determinants of m-learning acceptance and to discover if there exist either age or gender differences in the acceptance of m-learning, or both. Data collected from 330 respondents inTaiwan were tested against the research model using the structural equation modelling approach. The results indicate that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were all significant determinants of behavioural intention to use m-learning. We also found that age differences moderate the effects of effort expectancy and social influence on m-learning use intention, and that gender differences moderate the effects of social influence and self-management of learning on m-learning use intention.These findings provide several important implications for m-learning acceptance, in terms of both research and practice. read more read less

Topics:

Unified theory of acceptance and use of technology (74%)74% related to the paper, Expectancy theory (55%)55% related to the paper, Social influence (51%)51% related to the paper
View PDF
919 Citations
Journal Article DOI: 10.1111/J.1467-8535.2009.00952.X
Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching
Steven Warburton1

Abstract:

Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The c... Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly. read more read less

Topics:

Metaverse (59%)59% related to the paper, Educational technology (56%)56% related to the paper, Virtual machine (52%)52% related to the paper, Technology integration (51%)51% related to the paper
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658 Citations
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British Journal of Educational Technology format uses apa citation style.

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Frequently asked questions

1. Can I write British Journal of Educational Technology in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the British Journal of Educational Technology guidelines and auto format it.

2. Do you follow the British Journal of Educational Technology guidelines?

Yes, the template is compliant with the British Journal of Educational Technology guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in British Journal of Educational Technology?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the British Journal of Educational Technology citation style.

4. Can I use the British Journal of Educational Technology templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for British Journal of Educational Technology.

5. Can I use a manuscript in British Journal of Educational Technology that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper British Journal of Educational Technology that you can download at the end.

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7. Where can I find the template for the British Journal of Educational Technology?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per British Journal of Educational Technology's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the British Journal of Educational Technology's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

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SciSpace's British Journal of Educational Technology is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like British Journal of Educational Technology?”

11. What is the output that I would get after using British Journal of Educational Technology?

After writing your paper autoformatting in British Journal of Educational Technology, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is British Journal of Educational Technology's impact factor high enough that I should try publishing my article there?

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 these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for British Journal of Educational Technology?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for British Journal of Educational Technology. The table below indicates the level of access a journal has as per Sherpa Romeo's 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.

14. What are the most common citation types In British Journal of Educational Technology?

The 5 most common citation types in order of usage for British Journal of Educational Technology are:.

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

15. How do I submit my article to the British Journal of Educational Technology?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per British Journal of Educational Technology's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download British Journal of Educational Technology in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in British Journal of Educational Technology Endnote style according to Elsevier guidelines.

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