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Education & Language - Learning & Instruction | Journal of Formative Design in Learning (Editorial Board)

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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Robert Kenny, Florida Gulf Coast University, Fort Myers, Florida

Charles Wang, Florida Gulf Coast University, Fort Myers, Florida

Glenda Gunter, University of Central Florida, Orlando, Florida
Tunde Szecsi, Florida Gulf Coast University, Fort Myers, Florida

Junia Braga, Federal University of Minas Gerais, Belo Horizonte, Brazil
Lauren Cifuentes, Texas A&M University, Corpus Christi, Texas
Robert Doyle, Harvard University, Cambridge, Massachusetts   
Jessica Essary, Zayed University, Dubai, United Arab Emirates
Brad Hokanson, University of Minnesota, Saint Paul, Minnesota
James Klein, Florida State University, Tallahassee, Florida
Paivi Kuplia, University of Tampere, Tampere, Finland
Meifeng Liu, Beijing Normal University, Beijing, China
Geping Liu, Southwest University, Chongqing, China     
Barbara Lockee, Virginia Tech University, Blacksburg, Virginia
Norma Menezes, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
Isabel Morales, Universidad Camilo Jose Cela, Madrid, Spain
Susan Stansberry, Oklahoma State University, Stillwater, Oklahoma
Laszlo Varga, University of West Hungary, Sopron, Hungary

Emerging Scholar Editorial Board Member
Zahira Merchant, San Francisco State University, San Francisco, California

Graduate Student Association Editorial Board Member
Hengtao Tang, Pennsylvania State University, University Park, Pennsylvania

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For authors and editors

  • Aims and Scope

    Aims and Scope


    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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  • Instructions for Authors

    Instructions for Authors