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The journal of the European Association for Research on Learning and Instruction (EARLI)
Learning in Context offers opportunities to disseminate relevant research on teaching and on learning, as evidenced through the experiences and perspectives of key actors and participants. We welcome studies originating from contexts across the lifecourse, ranging from formal school settings, higher education, workplace settings, and informal learning situations. The emphasis is on situated accounts of individual, institutional, cultural, and societal dimensions of learning. This may address the processes of teaching and learning, and in particular, the relations, dynamics and temporality in such processes.
The journal welcomes studies which report empirical research and theoretical analyses, including those adopting interdisciplinary frameworks. The journal creates space for dissemination of high-quality studies on learning and teaching that employ qualitative approaches (narrative, interaction, discursive analyses, phenomenography, grounded theory, case studies, design-based research; formative interventions etc.) and mixed method studies.
Learning in Context offers opportunities to disseminate relevant research on teaching and on learning, as evidenced through the experiences and perspectives of key actors and participants. We welcome studies originating from contexts across the lifecourse, ranging from formal school settings, higher education, workplace settings, and informal learning situations. The emphasis is on situated accounts of individual, institutional, cultural, and societal dimensions of learning. This may address the processes of teaching and learning, and in particular, the relations, dynamics and temporality in such processes.
The journal welcomes studies which report empirical research and theoretical analyses, including those adopting interdisciplinary frameworks. The journal creates space for dissemination of high-quality studies on learning and teaching that employ qualitative approaches (narrative, interaction, discursive analyses, phenomenography, grounded theory, case studies, design-based research; formative interventions etc.) and mixed method studies.
Produkteigenschaften
- Artikelnummer: 9773050578003
- Medium: Zeitschrift
- ISBN: 977-305057800-3
- ISSN: 3050578X
- Verlag: Elsevier
- Sprache(n): Englisch
- Produktform: Other printed item
- Ausgabetyp: Kein, Unbekannt