About the Journal
Focus and Scope
The Journal of Transformative Learning (JoTL) provides a forum of perspectives on the practice and application of transformative learning for use among organizations and educational institutions. JoTL is an open access, double-blind, peer-reviewed electronic journal that is published twice a year by the University of Central Oklahoma. The Journal of Transformative Learning (JoTL) invites original manuscripts that explore transformative learning practice and application across disciplines. Steeped in a view of transformative learning as an active process of learning that encourages seeing new things, seeing old things differently, and re-conceptualizing mindsets, JoTL accepts ongoing submissions in the areas of research articles, essays, and teaching notes. JoTL seeks to foster dialogue that culminates in richer resources for transformative learning practice.
JoTL Online ISSN: 2471-6014
JoTL Print ISSN: 2471-8823
Peer Review Process
The Journal follows a blind review process. Submissions are taken on an ongoing basis. The Journal comes out twice a year. Manuscripts are reviewed by a minimum of two reviewers. The Journal attempts to get the reviews to the author(s) within six weeks of the data of receipt.
This Journal will be published twice yearly.
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.
Transformative Learning Conference Proceedings
Beginning in the Spring of 2016, the Transformative Learning Conference Proceedings will appear on this website.
This journal began first in 2011 as a collection of conversations about transformative learning from first Transformative Learning Conference at the University of Central Oklahoma. In 2014, Proceedings from the annual Transformative Learning Conference were published. In 2015, the open access, ejournal emerged. Today, JoTL has become a venue for international discussion of transformative learning practice.