Nov 222017
 

New Measurements of Learning

Call for Papers – Frontline Learning Research – Special Issue

New measurements of learning:
Emerging chances and challenges of process measures.

Deadline: April 15th, 2018

Over the recent years, research within EARLI increasingly focuses on studying learning as a process (how and why does the learning take place?) rather than just the outcomes of learning. As a consequence, process measures, so far used mainly in fundamental research (e.g., eye tracking, EEG), are increasingly being applied to educational science. Process measures make it possible to measure and visualize learning processes as they happen. This application requires the development of novel methodological approaches. The current special issue aims at critically discussing these methods with respect to their explanatory power for researching learning. In research practice, these measures offer researchers many opportunities, but they also raise many challenges. These include combining process measures of different levels of granularity synchronizing measures, capturing the sequential nature of learning processes and defining reasonable epochs for analyses. Often, these challenges go by unnoticed as there is rarely any room to discuss them in traditional empirical study papers. Due to this lack of exchange, researchers often re-invent the wheel.

The contributions to this special issue should include studies on learning that apply these new measurements and put their findings up for discussion. The aim of this special issue is that all contributions reflect on the strengths and limitations of their measures and provide a statement on how informative their data can be for researching learning. The discussants will address these statements and relate the papers to the current state of learning research.

This special issue is based on the initiative of EARLI SIG 14 and EARLI SIG 27. However, all interested researchers are invited to contribute to this special issue. All articles will be thoroughly reviewed according to standards of Frontline Learning Research, an official EARLI journal.

If you are interested in contributing to this call, please send a 300-word abstract to Ellen Kok (e.m.kok@uu.nl) before December 20th, 2017.


The guest editors,
Dr. Christian Harteis
Dr. Halszka Jarodzka
Dr. Ellen Kok