Background and Conception of Journal

Background and conception

The theme and the priorities of the IJREL reflect the conceptual principles underlying the modernization of education and the reform of the educational systems in European countries, as well as national development strategies for the XXI century. One of the European Union’s key educational objectives is the provision of equal opportunities for all with regard to access to learning and knowledge, regardless of gender, financial and physical ability, and place of residence. That is why, distance learning has now been granted a status of high priority. If introduced on a wide scale, distance learning and teaching may make significant contribution towards the achievement of educational goals in member states.

The Faculty of Ethnology and Sciences of Education (since 2019 The Faculty of Arts and Educational Sciences) at the University of Silesia, Poland has extensive experience in the implementation of distance learning in other departments across the university. The Faculty’s Distance Learning Platform operates smoothly and continues to expand as well as the international scientific conference Theoretical and Practical Aspects of Distance Learning ( is designed to bring together all those involved in e-learning – university students, faculty staff, and educators – to explore and share experiences with e-learning and distance learning, both at home and abroad. The partners and the co-organizers of the previous editions conference 2009-2013 includes the University of Ostrava (Czech Republic), Matej Bel University in Banská Bystrica (Slovakia), Silesian University in Opava (Czech Republic), Constantine the Philosopher University in Nitra (Slovakia), which are also involved in many activities in the field of e-learning and ICT in frame in particular a together project “E-learning as a road to communicating in the multicultural environment”, supported by International Visegrad Foun (IVF). Among our participants also were a researchers and scientists from different countries.

Strengthening and widening international cooperation resulted a starting a next international scientific project IRNet International Research Network for study and development of new tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and intercultural competences (, Project financed by the European Commission under the 7th Framework Programme, within the Marie Curie Actions International Research Staff Exchange Scheme (2014-2017) with participating 10 Universities from 9 countries: University of Silesia in Katowice (US), Poland, (Coordinator)), University of Twente (UT, The Netherlands), University of Extremadura (Uex, Spain),  Constantine the Philosopher University in Nitra (UKF, Slovakia), Lisbon Lusíada University (LU, Portugal), University of Ostrava (OU, Czech Republic), Curtin  University in Perth (CU, Australia),  Borys Grinchenko Kyiv University (BGKU, Ukraine), Dniprodzerzhinsk State Technical University (DSTU, Ukraine), Herzen State Pedagogical University of Russia, St. Petersburg (HSPU, Russian Federation). And because among authors of the papers of International Journal of Elearning will be authors in particular from West, Central as well as East Europe and Australia.

 The topics of the IJoRiEL includes:

1)     E-learning and Intercultural Competences Development in Different Countries

  • Legal, social aspects of distance learning in different countries;
  • Psychological and ethical aspects of distance learning in different countries;
  • Teacher-student and student-student relationships in distance learning;

2) Theoretical, methodological and practical aspects of distance learning:

  • Theoretical and methodological aspects of distance learning;
  • Successful examples of e-learning;
  • Distance learning of humanities: native and foreign language, philosophy, history, ect.;
  • Distance learning of science and mathematics;
  • Quality of teaching, training programs and аssessment
  • E-learning for the disabled;

3) Distance learning and lifelong learning:

  • Computer training, for prospective and actual teachers, in distance learning;
  • Lifelong learning supported by distance learning;
  • Personnel, scientific, information and library services.

4) E-learning in the Development of the Key Competences

  • Key competences in the knowledge society;
  • Use of e-learning in improving the level of the students’ key competences;
  • Teachers’ and learners’ competences in distance learning and computer science;

5) Multimedia in distance learning:

  • Multimedia means in distance learning;
  • Multimedia tools in distance learning;
  • Multimedia resources and didactic materials;
  • Video-tutorial design.

6) Other alternative methods, forms and techniques in distance learning:

  • simulations, models in distance learning;
  • collaboration work in distance learning;
  • distance learning systems;
  • m-learning.