Journal of Formative Design in Learning - Guidelines for Authors
- What is already known about this topic?
- What is new about this approach/study?
- What is the impact of this approach/study?
- Does this submission address the deliberate and iterative process of creating educational experiences that are continuously shaped and improved by feedback and evidence gathered during the design and implementation stages?
Content (65%) | Format (35%) |
Alignment with Aims and Scope (20%): The manuscript clearly connects to formative design in teaching and learning. The manuscript makes a significant contribution to the field of formative design in learning through original research, methodologies, or evaluations. | Clarity and Organization (10%): The manuscript demonstrates clarity and structure, ensuring the research question, methodology, findings, and implications are clearly presented. |
Theoretical Foundation (10%): The study is based on a solid theoretical framework and demonstrates a thorough understanding of relevant literature. | Technical Quality (20%): Appropriate use of grammar, punctuation, and academic language. The writing is concise and clear. Figures, tables, and supplementary materials clearly support the text. References are appropriately cited using APA, are current, and relevant to the study. |
Methodological Rigor (10%): The study demonstrates appropriateness, clarity, and precision of the research design, data collection, and analysis methods for ensuring the reliability and validity of the findings. | Adherence to Ethical Standards (5%): The research complies with ethical standards, including participant consent and rights. |
Impact on Practice (15%): The research findings offer potential for actionable insights and their implications for educational practice. | |
Integration of Reflection and Development (10%): The manuscript reflects on the research process, articulates challenges, and provides lessons learned to inform instructional design and practice. |