Australasian Journal of Educational Technology, 2019, 35(1). i Editorial: AJET bibliometrics and licensing The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal. The data has been summarised in a series of tables below along with explanatory notes and brief commentary. As can be seen in Table 1, AJET has continued to publish 6 issues in 2018, two of which were dedicated to specific topic areas. As in 2018, the regular issues contained up to twelve articles (instead of eight articles as traditional in previous years). This was again necessary to reduce the backlog of articles ready for publication; a practice that looks set to continue in 2019. The number of downloads show that AJET continues to attract strong interest from its readership. For example, the number of full articles downloads for articles published in 2017 has risen from 12287 (see data published in February 2018) to 27418 over the last year. This means that those 57 articles have been downloaded on average 265 times in 2018 alone. Table 1 AJET Publication Summary 2016 2017 2018 Issues published 6 6 6 Articles published 45 57 57 Editorials published 6 6 6 Article and editorial downloads (to 28/02/2019) Abstracts 59077 63377 33909 Full articles 29952 27418 12897 Table 2 shows the most downloaded articles per issue published in 2018. Readers will appreciate that the download numbers only provide indications of popularity and cannot be compared across issues that closely after publication. Time will tell which articles will attract sustained attention. Table 2 Top 2018 AJET Articles per Issue by Full Article Downloads to 28/02/2019 Issue Article Authors Downloads Vol 34, No 1 Blended learning: Deficits and prospects in higher education LC Medina 448 Vol 34, No 2 Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field S Agostinho, L Lockyer, S Bennett 510 Vol 34, No 3 Higher education students’ experiences of digital learning and (dis)empowerment C Costa, M Murphy, AL Pereira, Y Taylor 385 Vol 34, No 4 Factors related to college students’ self-directed learning with technology E Sumuer 314 Vol 34, No 5 Australian university students’ access to web-based lecture recordings and the relationship with lecture attendance and academic performance LA Chapin 194 Vol 34, No 6 Designing, using and evaluating learning spaces: the generation of actionable knowledge P Flynn, K Thompson, P Goodyear 346 https://ajet.org.au/index.php/AJET/article/view/4386 Australasian Journal of Educational Technology, 2019, 35(1). ii Table 3 shows a comparison of the number of submissions and acceptance rates for articles submitted over the last three years. In 2018 the number of submissions has increased sharply. While the increase in submissions to AJET is welcome, coping with this volume of submissions puts a considerable strain on the editorial team and the journal’s reviewers. The percentage of submissions deemed of sufficient quality to be passed on for full peer review has remained the same as in 2017. While a considerable number of articles submitted in 2018 are still under review, indications are that the overall acceptance rate for 2018 will be lower than that of previous years. Table 3 AJET Submission and Review Statistics based on submissions per year AJET Submissions and Reviews 2016 2017 2018 Total submissions 464 523 707 Declined at editorial screening (percentage of total submissions) 298 (64%) 386 (74%) 523 (74%) Peer reviewed (percentage of total submissions) 166 (36%) 137 (26%) 184 (26%) Declined at peer review (percentage of peer reviewed) 99 (60%) 82 (60%) 102* Accepted (percentage of peer reviewed) 67 (40%) 55 (40%) 30* Declined (either at editorial screening or following peer review, percentage of total submissions) 397 (86%) 468 (89%) Accepted (percentage of total submissions) 67 (14%) 55 (11%) * These are preliminary figures as 52 articles submitted in 2017 are still under review Table 4 shows a summary of citation statistics from Thomson Reuters Web of Science, Social Science Citation Index (SSCI), and Journal Citation Reports (JCR), while Table 5 shows a summary of Google Scholar citation statistics. Readers interested in a detailed discussion of these statistics and how they are calculated are referred to the editorial within issue 30(3) of AJET. The AJET JCR factors for 2017 continue the positive trend shown in 2016. The two- and five- year impact factors are up and the citations have also increased. It is pleasing to see that the journal is holding its well-established presence and has again improved its JCR impact factor. However, while we are maintaining a strong profile, there is recent downward trend in other bibliometrics. The Editorial team has been monitoring and is implementing strategies to support higher profiling and indexing of papers. Australasian Journal of Educational Technology, 2019, 35(1). iii Table 4: AJET Bibliometrics based on calendar year AJET Bibliometrics 2015 2016 2017* JCR JCR Impact Factor 0.79 0.85 1.39 JCR 5 year Impact Factor 1.17 1.46 1.82 JCR journal ranking in Education category based on 5 year Impact Factor 135/231 Q3 151/235 Q3 111/238 Q2 Scimago SJR Impact Factor 1.236 0.883 0.721 SJR ranking in Education Q1 Q1 Q1 Google Scholar H5 index 33 31 26 H5 ranking within Educational Technology category 9/20 9/20 19/20 Scopus Impact Factor 1.96 1.42 1.40 Journal ranking in Education 96/904 Q1 197/934 Q1 226/979 Q1 SNIP 1.645 1.099 1.071 * Table 4 does not show 2018 because at time of publication the JCR, Scimago and Scopus impact factors have not been updated for 2018. Creative Commons Licensing Since its inception in 1985 AJET’s aim was to follow open access principles, to ensure that no charges be levied upon readers or educational institutions by royalty or copyright fee collection agencies, or by database vendors, for reader access to AJET's online, free to the Internet articles. In March 2019 the AJET Management Committee changed the copyright statement to take effect from the first issue of Volume 36: Articles published in the Australasian Journal of Educational Technology (AJET) are published under the Creative Commons Attribution License (CC BY-NC-ND 4.0). Authors retain copyright and grant the journal right of first publication under CC BY-NC-ND 4.0. Articles published in AJET can be shared with acknowledgement of the work’s authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History. Editorial team A huge thanks goes to the Associate Editors for their high-quality editorial work that contributes strongly toward our excellent and highly regarded journal.The Associate Editors are highly experienced researchers who expertly shepherd papers through the review process. https://ajet.org.au/index.php/AJET/about/submissions#copyrightNotice https://ajet.org.au/index.php/AJET/about/history Australasian Journal of Educational Technology, 2019, 35(1). iv In 2019 our team of Associate Editors are: • Dr Thomas Donald Cochrane, CfLAT Centre for Learning and Teaching Auckland University of Technology New Zealand, New Zealand • A/Prof Linda Corrin, Swinburne University of Technology, Australia • Dr Eamon Costello, National Institute for Digital Learning Dublin City University, Ireland • Dr Christopher E Dann, University of Southern Queensland, Australia • Dr Teresa S Foulger, Arizona State University, United States • Associate Professor Paul Gruba, University of Melbourne, Australia • Professor Judi Harris, William and Mary School of Education, United States • Dr Henk Huijser, Queensland University of Technology, Australia • Associate Professor Matthew Kearney, STEM Education Futures Research Centre, University of Technology Sydney (UTS)., Australia • Dr Chien-Ching Lee, Singapore Institute of Technology, Singapore • Associate Professor Jason M Lodge, University of Queensland, Australia • Associate Professor Lina Markauskaite, The University of Sydney, Australia • Associate Professor Stephen Marshall, Victoria University of Wellington, New Zealand • Dr Michael Phillips, Monash University, Australia • Dr Kate Thompson, Griffith University, Australia • Professor Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands We also thank the AJET copyeditors Antonina Petrolito and Kayleen Wood who work closely with the Lead Editors to ensure a high standard of final proofs is maintained. Finally, we extend heartfelt thanks to our international team of reviewers who perform an invaluable service to the journal. Eva Heinrich, Michael Henderson & Petrea Redmond Lead Editors Australasian Journal of Education Technology Editorial: AJET bibliometrics and licensing Editorial team