FRONTLINE LEARNING RESEARCH
An open-access electronic-only journal, Frontline Learning Research (FLR) publishes articles on issues and trends occurring internationally in research on learning and educational sciences. FLR focuses on articles in the following fields of research: Research on learning and instruction in formal and informal contexts, multidisciplinary research on learning and learning environments, new theoretical and methodological approaches in learning sciences, insights into learning research from disciplines other than educational sciences or psychology (e.g., cognitive neuroscience, computer science, philosophy, sociology).
Frontline Learning Research calls for contributions to its special issue on "The Promises and Pitfalls of Self-report Data for Motivation and Strategy Use: The Congruence of Theory, Self-reported Data Collection, Analysis and Reported Results".
If you are interested in contributing to this call, please send a 400-500-word abstract to Luke Fryer (email@example.com) by August 31th, 2018.
More information can be found here.
The journal particularly welcomes both short and long, brief, albeit rigorous, articles reporting on emerging theoretical, methodological and empirical approaches. Innovative/risk-taking research in the learning and educational sciences is encouraged. An outlet is provided for publishing in-depth studies, including articles involving a thoroughly elaborated theoretical framework, extensive qualitative data or complex analytical techniques. We highly welcome dynamic data material such as video's, photo's, and highly value multidisciplinary research that draws from cognitive, philosophical, sociological, psychological and pedagogical theoretical paradigms.
We encourage you to submit the following research:
- Studies focusing on issues and ideas encountered in relatively new fields, lacking a long line of research.
This lack of well-developed theoretical framings and of articulated theoretical constructs and ideas, provides an avenue for initiating useful and productive scientific discussion on a range of issues. These include internal inconsistencies, phenomena which appear inconsistent with the predictions derived from the corresponding theoretical framework and available empirical evidence, indicating flaws in
underlying assumptions or premises
- Studies seeking to make connections between previously unconnected established lines of research so as to integrate different theoretical frameworks
- Studies using an innovative research methodology that offers a different perspective on how to conceptualise and pursue certain research questions
(Medical School Hamburg, Germany)
Leiden University, the Netherlands
Medical School Hamburg, Germany
University of Oslo, Norway
University of Oulu, Finland
University of Turku, Finland