Editorial Policies

Focus and Scope

The Journal of Open, Flexible and Distance Learning is the flagship refereed scholarly journal of the Flexible Learning Association of New Zealand (FLANZ).

The Journal of Open, Flexible and Distance Learning (previously The Journal of Distance Learning) invites scholarly submissions related to open, flexible and distance learning, broadly defined. Original contributions related to distance education that relate to the four streams of scholarship proposed by Boyer (1990) are all welcome:

  • Discoveryinvestigative research, with supporting evidence for new ideas. What is to be found? Discovery research is typically study-based, grounded in existing literature and with sound methodology.
  • Integration – the bringing together of existing ideas in a summarised form, with key themes identified. What does what is found actually mean? Integration involves working with existing ideas, based on extensive literature review across disciplines.
  • Application – accounts of how distance education theory has been implemented in operational contexts. How can what is found be used? Application firmly rests on literature, providing an account of how theory has been applied and providing transferable lessons and opportunities for further research based on the experience.
  • Teaching – accounts of innovative practice, preferably informed by student evaluation. How can what is found be understood by others? Teaching research is more than a ‘look at what we did’; it is informed, reflective and ultimately useful in other settings.

Note that not all streams will be equally represented across each issue. All articles received must be well contextualised, highlight transferable knowledge, have a strong conceptual base and be well grounded in distance education literature. Contributors in the Pacific Rim are particularly invited to submit manuscripts for consideration. All submissions are peer-reviewed. The language of publication is English (please note that a high level of English is expected).

Manuscript style. Three distinct types of manuscript are invited.

  • Original research. Submissions of between 3000 and 6000 words, addressing one or more of Boyer's (1990) forms of scholarship above. A 250 word abstract must be included.
  • Research notes or reports. Submissions of up to 4000 words about current research in the area of distance education.
  • Book reviews. Submissions of up to 1000 words reviewing a book related to distance education theory and practice.

Author(s) should provide a full name, title and affiliation, full details of postal address, telephone number, and email address. Brief biographical details for each named author (no more than 50 words per author) should also be included, and an email address for a corresponding author provided.

Submitting a manuscript. Submissions are facilitated online through the JOFDL Web site http://jofdl.org.nz

Please note that you must be registered on the JOFDL web site as an 'Author' before you are able to upload a manuscript. To register as an 'Author' login and edit your profile. Select 'Author' as a role, then Save your profile.

An acknowledgement email from the editor will be sent automaticaly.

Submission of a paper to the Journal of Open, Flexible and Distance Learning will be taken to imply that it represents work not previously published, that it is not being considered for publication elsewhere, and that the contributor has obtained all necessary permission and paid any fees for the use of copyrighted materials.

Authors should follow the published guidelines of the American Psychological Association (Publication manual, 2009, 6th ed.). Tables and figures should be designed to fit into one column (70mm) or two columns (145mm). Contributors therefore undertake to indemnify DEANZ for any loss obtained in consequences of any breach of copyright. 

Refereeing. The editorial board for the journal is listed on the inside cover. Referees are committed to returning referee reports within three weeks, so a four week turnaround for final decision and feedback may be expected. Additional referees may be consulted from time to time.

Neither the Association nor JOFDL Editors are responsible for opinions or statements of authors or referees in this journal.


Reference: Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. USA: Jossey-Bass.

 

Section Policies

Articles - Primary studies

Primary studies or evaluations are articles reporting on primary research activity. Primary studies are required to demonstrate clear and appropriate methodology, a clear description of context and transferable lessons for others' benefit.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Articles - Literature reviews

A literature review is an article providing an up to date, reasonably comprehensive overview of peer-reviewed literature relating to a particular aspect of open, flexible or distance learning. 

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Articles - Descriptive pieces

A descriptive piece is an article providing an orientation to a particular initiative associated with open, flexible or distance learning. Descriptive pieces have a definite 'so what' to them, and include implications that are meaningful to a general audience.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Articles - Position pieces

A position piece is an article with a clear, honest and insightful perspective on some aspect of open, flexible or distance education. Position pieces are expected to be grounded in relevant literature and contribute to an ongoing discourse.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

DEANZ 2016 Conference

Refereed papers linked with DEANZ conference in 2016

Editors
  • Elaine Khoo
  • Noeline Wright
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Editorial

Qulaity assured by editorial team

Unchecked Open Submissions Checked Indexed Unchecked Peer Reviewed

Research notes or reports

Descriptions of current or ongoing research projects.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Book reviews

Will be reviewed by journal editors, in collaboration with the Book Review Editor (see below)

Editors
  • Adrienne Moyle
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Articles - Theme

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Special issue - Primary and Secondary Education

Editors
  • Michael Barbour
  • Keryn Pratt
Checked Open Submissions Checked Indexed Checked Peer Reviewed

DEANZ 2014 Conference

Checked Open Submissions Checked Indexed Checked Peer Reviewed

DEANZ 2012 CONFERENCE

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

All submissions are double-blind peer-reviewed. Reviews are typically made within a two-week timeframe. Review criteria are based on the type of submission as follows:

All submissions:

  • Submission is well written and easy to understand.
  • Submission has logical structure and flow.
  • Referencing is accurate (APA) and reconciled with references in text.
  • Submission will be of relevance to an Australasian/Pacific audience.

Additonal criteria for primary study or evaluation:

  • Has a clear and appropriate methodology.
  • Provides a clear description of context.
  • Provides transferable lessons.
  • Is based on a sense of novelty, in that the evaluation is not ‘business as usual’.

Additional criteria for literature review:

  • Is up to date.
  • Represents well regarded peer-reviewed literature strongly related to the discipline of distance and flexible learning.
  • Is reasonably comprehensive.
  • Concludes with major themes and areas for further research.

Addional criteria for position piece (theoretical):

  • Has a clear argument.
  • Draws on perspectives from peer-reviewed literature.
  • Provides an honest, insightful and clear presentation of various positions.
  • Contributes to ongoing discourse.

Additional criteria for a descriptive piece:

  • Provides a clear description of context.
  • Has a definite ‘so what’ or sense of purpose.
  • Gives a good sense of perspective.
  • Concludes with implications that are meaningful to a general audience.

Book reviews are passed on the book reviews editor for approval. Please see published review for suggested formats.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...

 

JOFDL Mission

The Journal of Open, Flexible and Distance Learning  (JOFDL) is a scholarly agent of the Flexible Learning Association of New Zealand (FLANZ). As such, the JOFDL disseminates scholarly work which advances the theory and practice of open flexible and distance education. The journal is committed to open scholarship and publishes under provisions of the Creative Commons Attribution 3.0 License. 

 

JOFDL Vision

The Journal of Open, Flexible and Distance Learning's  (JOFDL) seeks to be an outlet for world-class scholarship in open flexible and distance learning and the preferred venue for publication of OFDL scholarship from Aotearoa New Zealand and the Southern Asia Pacific region.

 

ISSN

Online: 1179-7673 (Print: 1179-7665 until 2010)

 

Editorial Advisory Board

The Journal of Open, Flexible and Distance Learning is pleased to have the following members on its Editorial Advisory Board:

    Professor Peter Albion, University of Southern Queensland, Australia
    Dr Bill Anderson, Independant Consultant, Aoteaora New Zealand
    Professor Terry Anderson, Athabasca University, Canada
    Professor Mark Brown, National Institute for Digital Learning, Dublin City University, Ireland
    Te Hurinui Clarke, University of Canterbury, Aotearoa New Zealand
    Distinguished Professor Niki Davis, University of Canterbury, Aotearoa New Zealand
    Alison Fields, Open Polytechnic, Aotearoa New Zealand
    Dr. Maggie Hartnett, Massey University, Aotearoa New Zealand
    Professor Chris Jones, Liverpool John Moores University, UK
    Associate Professor Som Naidu, Charles Sturt University, Australia
    Dr. Mark Nichols, Open University, UK
    Dr. Rick Shearer, The Pennsylvania State University, USA
    Dr. Mary Simpson, University of Otago, Aotearoa New Zealand