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The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication between researchers and the practitioners and to foster collaborative research. It is a rich source of material for research students in areas such as collaborative learning, knowledge engineering, open, distance and networked learning, developmental psychology and evaluation. The research themes are treated in a way which will maximize their influence on developments and practice in education, vocational training and professional development.

Technology, Pedagogy and Education seeks to serve the international education community by supporting educators in the integration of information and communications technology in teaching and learning. It focuses on research evidence and critical analysis on all aspects of ICT and its relation to teacher education and professional development in all phases of education.

This single Journal provides an international forum for interdisciplinary communication on an increasingly significant subject: research into the applications, effects, and implications of computer-based education.

Learning, Media and Technology - incorporating Education, Communication & Information - is an international, peer-reviewed journal that aims to stimulate debate on the interaction of innovations in educational theory and practices, with media and educational technologies. Media and technologies are interpreted in the broadest sense, to encompass digital broadcasting, the internet and online resources, and other new and emerging formats, as well as the traditional media of print, broadcast television and radio.

Learning Without Frontiers is a disruptive think tank that brings together global thought leaders, innovators and practitioners from the education, entertainment and technology sectors to explore new ways of improving learning at a transformational level. As part of this activity we host online communities, publish unique and valuable content, host rapidly expanding international conferences and develop programmes to identify exceptional new talent.

This paper defines and examines three generations of distance education pedagogy. Unlike earlier  classifications of distance education based on the technology used, this analysis focuses on the  pedagogy that defines the learning experiences encapsulated in the learning design. The three  generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are  examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences.