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International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)
DescriptionThe International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) offers a forum for academic exchange of new ideas and research findings related to psychological aspects and serves as a vehicle for promoting techniques and methodologies derived from rigorous research and practices that use psychological and cognitive principles to design and develop cyber learning. Focusing on cyber behavior, psychology, and learning, IJCBPL encourages the exploration of emerging areas in cyber learning such as online social communication, individual differences, cognitive and metacognitive learning, etc. to generate deep understanding about the behavior, information processing, and psychological orientations of online learners.
Contents
Volume 2, Issue 2
Volume 2, Issue 1
Volume 1, Issue 4
Volume 1, Issue 3
Volume 1, Issue 2
Volume 1, Issue 1
MissionThe mission of the International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is to identify learners’ online behavior based on the theories in human psychology, define online education phenomena as explained by the social and cognitive learning theories and principles, and interpret the complexity of cyber learning. IJCBPL offers a multi-disciplinary approach that incorporates the findings from brain research, biology, psychology, human cognition, developmental theory, sociology, motivation theory, and social behavior. This journal welcomes both quantitative and qualitative studies using experimental design, as well as ethnographic methods to understand the dynamics of cyber learning. Impacting multiple areas of research and practices, including secondary and higher education, professional training, Web-based design and development, media learning, adolescent education, school and community, and social communication, IJCBPL targets school teachers, counselors, researchers, and online designers.
CoverageTopics to be discussed in this journal include (but are not limited to) the following: - Cognitive and information processing related to online learning including cognitive architecture and online information processing
- Motivation
- Online behavior such as online gaming, online addiction, and Internet predation
- Online training, online instructional design, and development with a focus on cognitive and psychological processes
- Psychological aspects of online learning and instruction, including individual differences and psychological and personal traits
- Social aspects of online learning including online social communication and relationship formation
Editorial Review BoardAssociate Editors
Kirsten Butcher, University of Utah, USA
Anne Cook, University of Utah, USA
Peter Doolittle, Virginia Tech University, USA Frank Farley, Temple University, USA
Sharmila Ferris, William Paterson University, USA
Louis Leung, The Chinese University of Hong Kong, Hong Kong
Renae Low, University of New South Wales, Australia
Kaveri Subrahmanyam, California State University at Los Angeles, USA
Tony L. Talbert, Baylor University, USA
Harrison Yang, SUNY at Oswego, USA
Ronald Yaros, University of Maryland, USA
Editorial Review Board
Anthony R. Artino Jr., Uniformed Services University, USA
Robert K. Atkinson, Arizona State University, USA
Dani Ben-Zvi, University of Haifa, Israel
Kirsten Berthold, University of Freiburg, Germany
Larry L. Burriss, Middle Tennessee State University, USA
Jason Burrow-Sanchez, University of Utah, USA
Brian Cameron, Penn State University, USA
Avner Caspi, Open University of Israel, Israel
Stacey Dunn, University of Central Florida, USA
Peter Fadde, Southern Illinois University, USA
Paul Gorsky, Open University of Israel, Israel
Mark Griffiths, Nottingham Trent University, UK
Tony Huang, Australian Commonwealth Scientific and Research Organization, Australia
Laura Hunter, Utah Education Network, USA
Marie Iding, University of Hawaii, USA
Genevieve Johnson, Grant MacEwan College, Canada
Angeline Khoo, Nanyang Technological University, Singapore
Allan Jeong, Florida State University, USA
Liel Leibovitz, University of Wisconsin, USA
Gert-Jan Meerkerk, Addiction Research Institute, The Netherlands
Gustavo S. Mesch, University of Haifa, Israel
Charles Miller, University of Minnesota, USA
Kenneth Miller, Youngstown University, USA
Suellyn M. Miller, Kent State University, USA
Steven J. Muncer, Durham University, UK
Adrain Parke, University of Lincoln, UK
Bryant Paul, Indiana University at Bloomington, USA
Jochen Peter, University of Amsterdam, The Netherlands
Henry Potts, University College London, UK
Wendy Rickman, University of Central Arkansas, USA
Jeeheon Ryu, Chonnam National University, Korea
Claudia Smarkola, Temple University, USA
Nikolaos Tsianos, National and Capodistrian University of Athens, Greece
Brendesha Tynes, University of Illinois at Urbana-Champaign, USA
Heidi Vandebosch, The University of Antwerp, Belgium
Haomin Wang, Dakota State University, USA
Barbara Wilmes, University of Central Arkansas, USA
Zheng Yan, SUNY at Albany, USA
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