Distances et Médiations des Savoirs
Centre National d'Enseignement à Distance · France · Est. 2012
Aims & Scope
Distances et Médiations des Savoirs (DMS) focuses on access to knowledge and its evolution, within the framework of distance learning (in a broad sense) and the mediation of knowledge. Published four times a year, it features articles in French or English that offer a reflexive, heuristic, or critical approach to issues related to technological and organizational innovations in distance and hybrid learning – and more generally, in technology-mediated learning – as well as the transformations of institutions and policies in these areas, and the communicational, educational, psychological, economic, sociological, philosophical, and political stakes of new teaching and mediated learning practices.
General Information
Submission Info
Ethics & Quality
Think.Check.Submit Compliance
Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.
Subject Classification
Research Topics (OpenAlex)
Frequently asked questions about Distances et Médiations des Savoirs
Is Distances et Médiations des Savoirs a predatory journal?
No major predatory indicators were found for Distances et Médiations des Savoirs. It is indexed in DOAJ and has a PubScope Trust Score of 15/100. Always confirm fit and policies before submitting.
What is the impact factor of Distances et Médiations des Savoirs?
Distances et Médiations des Savoirs is not in the Web of Science Core Collection, so it has no official Clarivate Journal Impact Factor.
Is Distances et Médiations des Savoirs indexed in Scopus and Web of Science?
Distances et Médiations des Savoirs is indexed in DOAJ.
What is the aims and scope of Distances et Médiations des Savoirs?
Distances et Médiations des Savoirs (DMS) focuses on access to knowledge and its evolution, within the framework of distance learning (in a broad sense) and the mediation of knowledge. Published four times a year, it features articles in French or English that offer a reflexive, heuristic, or critical approach to issues related to technological and organizational innovations in distance and hybrid learning – and more generally, in technology-mediated learning – as well as the transformations of institutions and policies in these areas, and the communicational, educational, psychological, econo
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