Learning and Instruction is an international, multi-disciplinary journal for advanced high-quality research in the areas of learning, development, instruction and teaching.
The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensions of important previous work.
A preference, however, will be given to empirically-based studies. The papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative). They may relate to any age level - from infants to adults - and to a diversity of settings.
Contact your institute for more information on online access to Learning and Instruction.
Are you a junior researcher and a member of EARLI? Become a reviewer of Learning & Instruction. As an initiative of the Learning & Instruction Editorial team, in collaboration with EARLI as an exclusive member benefit, you are now invited to join a 1:1 peer review mentoring programme. In this programme, together with an experienced editorial board member of Learning & Instruction, you will write a review for the journal. Before you can start, you’ll be asked to take Elsevier’s certified Peer Reviewer Course, online, individually.
The Certified Peer Reviewer Course has been developed with input from editors of leading journals and is designed to invest participants with the skills and confidence needed to accept a request to review.
You will get credits after passing the final test. Time investment is somewhat more than 4 hours. After that, you are eligible for the individual mentoring programme.
Interested?
Send your application to Lore Verschakelen, EARLI Office, lore.verschakelen@earli.org. You will then receive further information about the procedure.
Check out the interview with mentee David Zamorano below as he shares what he learned from taking part in the programme:
Call for Abstracts - Special Issue
1. Learning from AI in Primary Education
To
examine frontier issues of AI in education we seek fostering
evidence-based examples of learning from AI from preschool to primary
education.
Guest editors to this special issue are:
- Prof. Dr. Eliane Segers (Radboud University, The Netherlands) - Dr. Paraskevi Topali (Radboud University, The Netherlands) - Prof. Dr. Carla Haelermans (Maastricht University, The Netherlands)
Timeline:
1. Extended abstract, title and author bio submission - September 1, 2024 2. Full paper submission - May 1, 2025
More information about the special issue and its submission procedure can be found below in the extended call.
2. Hybridity in Learning and Instruction: Challenges and Opportunities of Here and There Instruction
This special issue focusses on hybridity in Learning and Instruction and more specifically on synchronous hybrid education. We invite contributions giving insight into both the opportunities and the challenges of synchronous hybrid education from different perspectives, including the teacher, the student, and the institutional perspective.
Guest editors to this special issue are:
- Prof. dr. Annelies Raes (KU Leuven, Belgium)
- Prof. dr. Gaëlle Molinari (University of Geneva, Switzerland)
- Prof. dr. Alejandra Martínez-Monés (Universidad de Valladolid, Spain)
3. Implementing Multimodal Learning Analytics (MMLA) in Ecological Settings for Generating Actionable Insights
This special issue aims to bring together contributions that have used MMLA methods in the wild. Contributions will discuss obstacles to the use of multimodal data in real-world settings, share lessons learned from current projects, and propose productive next steps for the field to become more ecologically relevant.
Guest editors
- Assoc. prof. Bertrand Schneider (Harvard University, USA)
- Dr. Roberto Martinez-Maldonado (Monash University, Australia)
- Dr. Gautam Biswas (Vanderbilt University, USA)
- Assoc. prof. Marcelo Worsley (Northwestern University, USA)
Timeline:
1. Extended abstract, title and author bio submission - July 30, 2024 2. Full paper submission - Dec. 1, 2024.
More information about the special issue and its submission procedure can be found below in the extended call.
SIG member: SIG 02 (Comprehension of Text and Graphics), SIG 06 (Instructional Design), SIG 12 (Writing).
Wilfried F. Admiraal
Editor
Oslo Metropolitan University, Centre for the Study of Profession, Norway
Keywords: Virtual and augmented reality in education, Student interaction, Student-teacher interaction, Group dynamics in education, Social cognition in education, Teaching, Teacher professional development, Teacher education, Qualitative analyses.
Keywords: Teacher expectations, Stereotypes in school context, Text comprehension in science and mathematics, Non-cognitive factors in learning and achievement.