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Featured article: Jumping from one resource to another: how do students navigate learning networks

A considerable amount of literature has recently appeared around the theme of learning networks and Connectivism. However, our understanding of how and why students navigate learning networks in the way they do is limited and the field lacks empirical studies investigating how students form connections. This paper presents a model showing how students form connections to different kinds of resources, along with the criteria they use to decide on which resource to choose. The findings were derived by conducting retrospective think-aloud sessions with nine participants after solving 10 tasks each. Mixed-methods approach was used in the data analysis. A goal of this research is to contribute to a deeper understanding of the navigation processes in learning networks and to provide guidance for online learning practitioners who seek to improve their practices.

Call for papers: Food, nutrition and the online: Opportunities and challenges for higher education and life long learning

This thematic series aims to raise awareness and help to adapt food related modules/courses to new online opportunities and educational challenges. The editors are looking for case studies, reviews, reports on technological developments, outputs of research/studies, and examples of successful projects, as well as conceptual approaches, which document current knowledge.

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Published thematic series

The universities of the future: educational and organizational challenges
Edited by: Martha Burkle, Alan Tait, Rikke Toft Nørgård, Sarah Guri-Rosenblit and Laia Canals
Date first published: 5 April 2018

More than tools? Critical perspectives and alternative visions of technology in higher education
Edited by: Linda Castañeda and Neil Selwyn
Date first published: 1 March 2018

Blended Learning in Higher Education: research findings 
Edited by: Charles Graham, Norm Vaughan, Charles Dziuban, Vitor Duarte Teodoro and Daniel Light
Date first published: 5 February 2018

Learning design for in situ continuous professional development
Edited by: Muriel Garreta Domingo, Peter B. Sloep, Davinia Hernández and Yishay Mor
Date first published: 19 July, 2017

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Journal History

The International Journal of Educational Technology in Higher Education (ETHE) is the new name of RUSC. Universities and Knowledge Society Journal. This is the start of a new era for the open-access online scientific journal founded in 2004 by the Open University of Catalonia (UOC). The journal has published 12 volumes containing more than 250 articles, 177 of which have appeared in both English and Spanish. 

Between 2013 and 2015 the journal was co-edited by UOC and the University of New England (Australia). From 2016 a new stage starts, with the Universidad de los Andes as co-editor of the journal with the Universitat Oberta de Catalunya. From volume 13 onwards, the journal is published by Springer, which will undoubtedly expand the reach and impact of the articles.

It will continue to be an open-access online journal under the academic management of UOC, with assistance from an International Editorial Board comprised of experts in Educational Technology in Higher Education.

Click here to access the journal’s back issues and files from 2004 to 2015.

Aims and scope

This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.

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Associated institutions

The International Journal of Educational Technology in Higher Education is associated with:

Universitat Oberta de Catalunya