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Education & Language - Learning & Instruction | Journal of Formative Design in Learning

Journal of Formative Design in Learning

Journal of Formative Design in Learning

A Publication of the Association for Educational Communications & Technology

Editor-in-Chief: Robert F. Kenny

ISSN: 2509-8039 (electronic version)

Journal no. 41686

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Presents original papers that inform the study and practice of education and training

  • Bridges theory and practice, discussing new developments and their impact on the practice of education and training   
  • Fosters collaborations between researchers and practitioners of the learning process 
  • An official journal of the Association for Educational Communications & Technology  

This journal publishes original papers on research-based design and development in the field of teaching and learning. The focus is on applied research; the contents include evaluation reports, case studies, and lessons learned.

Related subjects » Education & Language - Learning & Instruction

Abstracted/Indexed in 

Google Scholar, CNKI, EBSCO Discovery Service, OCLC, Summon by ProQuest

Subscription information 

2018. Volume 2 (2 issues each). $99.00 suggested net price* plus shipping charges. If an online version exists, subscription includes both the print edition and online access via SpringerLink (Basic SpringerLink License).

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For authors and editors

  • Aims and Scope

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    Journal of Formative Design in Learning bridges the gap between theory and practice by providing reflective practitioners (designers, teachers, instructors, researchers, and others) in teaching and learning with a single source of scholarly papers that discuss new developments and the impact of this new knowledge on the field. The journal publishes original papers on research-based design and development with a focus on applied research, including evaluation reports, action research, case studies, and lessons learned that inform improvement in instruction, and design and development approaches. While the main audience is practitioners, all articles are grounded in established research and theory. The journal encourages and nurtures the development of reflective practitioners of the learning sciences and serves to update and redefine the concept of learning. The journal fosters collaborations between researchers and practitioners of the learning process, and articles inform the study and practice of education and training. The journal provides opportunities not only to established academics and practitioners, but also to junior faculty and emerging scholars. A formative peer-review process is specifically designed to help less experienced authors understand the submission, review, and publication processes of this peer-reviewed academic journal.       
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