LEARNING AND INSTRUCTION

As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction. This is an audience-initiated session and participants are invited to raise any question or issue they feel pertinent. 

EDUCATIONAL RESEARCH REVIEW

Educational Research Review is an international journal addressed to researchers and various agencies interested in the review of studies and theoretical papers in education at any level. The journal accepts high quality articles that are solving educational research problems by using a review approach. This may include thematic or methodological reviews, or meta-analyses. The journal does not limit its scope to any age range. The journal invites articles on the broad range of settings in which people learn and are educated (school settings, corporate training, formal or informal settings, etc.). Empirical studies or theoretical contributions that do not include a critical review analysis are not accepted.

FRONTLINE LEARNING RESEARCH

The third EARLI journal provides open access publishing and welcomes innovative and risk taking research in the field of learning and instruction. Frontline Learning Research (FLR) is an electronic-only journal that invites articles that represent future trends in research on learning and educational sciences. FLR is also a forum for multidisciplinary research on learning and learning environments and aims to initiate new theoretical and methodological approaches in the learning sciences. FLR is now indexed in SCOPUS. Open access publishing is free of charge for EARLI members and requires only a small fee for non-members. At the EARLI conference we will more deeply explain the guiding principles of FLR and will provide some examples and ideas what features might be considered innovative and risk-taking. We will also discuss new forms of scientific communication like audio and data files that could enrich classical formats.

EARLI BOOK SERIES NEW PERSPECTIVES ON LEARNING AND INSTRUCTION

New Perspectives on Learning and Instruction is the international, multidisciplinary book series of the European Association for Research in Learning and Instruction (EARLI) and is published by Routledge.

The aim of the series is to present to the scholarly community high quality, theoretically-driven research on a specific theme in the domain of learning and instruction. Books that are published in the series are innovative, attempting to forge new conceptions of the field. Originality, scientific merit, and significance for the field are what guide the series. Both edited collections and sole-authored texts that meet these criteria are considered for publication.

In addition, in 2017, the EARLI Book Series will start with the publication of state-of-the-art edited books. They provide an essential introduction to the state-of the-art in a specific field in the domain of Learning and Instruction. These fields are represented by the Special Interest Groups of EARLI and Emergent Field Groups. The main structure of each state-of-the art book is as follows. First, each book begins with an outline of the field’s relevant historical, conceptual and theoretical backgrounds. Second, each book presents an up-to-date series of high-quality original empirical articles representing the main research topics in the specific field. Third and finally, it presents new directions for research.

The focus of the Book Series is on European work, however, contributions from non-European researchers and non-members of the European Association for Research in Learning and Instruction are invited. The series is designed to appeal to a wide audience of researchers and post-graduate students in education and psychology.

Latest Books:

Mäkitalo, Ä, Nicewonger, T.E. & Elam, M. (Eds.). (Forthcoming). Designs for Digital Experimentation and Inquiry: Approaching learning and knowing in digital transformation. London: Routledge. (2019).

Messman, G, Segers, M., Dochy, F. (Eds.), Informal Learning at Work: Triggers, Antecedents, and Consequences, London: Routledge (2018).