Focus and Scope

Online Learning in Educational Research (OLER) is a peer-reviewed academic journal published quarterly (four issues per year). The journal is committed to advancing high-quality empirical and theoretical research within the interdisciplinary domains of Media Technology, Human–Computer Interaction (HCI), Artificial Intelligence, and Education. OLER promotes innovative scholarship that investigates the design, development, implementation, and evaluation of digital and interactive technologies supporting online, blended, and technology-enhanced learning environments.

The journal particularly encourages research that examines instructional media innovation, digital transformation in education, user experience and interface design, multimodal interaction, artificial intelligence in learning, and the role of HCI in shaping learner engagement, collaboration, motivation, and learning outcomes across diverse educational contexts and levels.

The journal welcomes original research articles, review papers, and conceptual studies addressing, but not limited to, the following areas:

  • Media technology in education
  • Digital media and digital technologies for learning
  • Artificial intelligence in education and AI-assisted learning
  • Digital transformation and culture in education
  • Instructional media design and development
  • Human–Computer Interaction (HCI) in educational settings
  • User experience (UX) and user interface (UI) design for learning systems
  • Multimodal interaction in digital and online learning environments
  • Online, blended, and technology-enhanced learning models
  • Development and evaluation of educational technologies
  • AI-powered assessment, learning analytics, and adaptive learning
  • Interactive learning tools and digital assessment systems
  • Technology-supported collaborative learning
  • Impact of HCI and AI on learner engagement, motivation, and learning outcomes

Note: The journal also considers studies on offline teaching and learning that address significant educational challenges, although this represents a minor focus of the journal.