LEARNING AND INSTRUCTION
Learning and Instruction is an international, multi-disciplinary journal for advanced high-quality research in the areas of learning, development, instruction and teaching. The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensions of important previous work. A preference, however, will be given to empirically-based studies. The papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative). They may relate to any age level - from infants to adults - and to a diversity of settings.
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Impact Factor 2019: 3.323
Cite Score 2019: 7,1
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OPEN CALL: Special Issue 2022
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. Usually once a year the Editorial Team announces an Open Call for a Special Issue, which gives a group of authors the possibility to work on an interconnected set of papers about an innovative theme. This 2022 Open Call for a Special Issue of Learning and Instruction solicits high-quality proposals that will be evaluated in a highly competitive procedure.
The journal ordinarily only welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The special issue may, if relevant, include types of papers that are otherwise not applicable in the journal: (1) a meta-analysis, systematic review, or theoretical positioning study, of the state-of-affairs in the particular field of the special issue, or (2) a study of the qualities and measurement properties of the instrument used in one/some of the papers in the special issue. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
Proposals for a Special Issue may therefore include empirical studies based on different theoretical approaches and methodologies. The topic must represent an area of high interest and relevance for the journal. Special Issue proposals do not have to focus on research areas that have already been extensively covered in the journal. However, please consider that the following topics have already been addressed in recent Special Issues (or special sections) of Learning and Instruction (or are being addressed in the special issues under preparation): calibration of learning; rational number concept; students’ engagement; classroom discourse; and bridging cognitive load and self-regulated learning research, the role of multi-modal data for temporal and adaptive processes of regulation; teachers’ implicit beliefs, intra-individual research, teacher motivation, teachers’ implicit beliefs, learning through simulations in higher education, learner-centred processes in feedback. While proposals on any topic are welcome, we are particularly keen to receive proposals in the areas of – instructional design, cognitive load, educational technology and learning analytics, and learning and instruction during the pandemic. Inclusion of different academic subjects is encouraged.
Proposals for a Special Issue should have a well-articulated unifying theme and reflect, at an international level, the best work in a particular research area, either a mature area or an important emerging area, in which future investigation may be boosted by the publication of a set of excellent papers. Usually, Special Issues contain contributions of researchers from a number of different countries.
Specifically, a proposal for a Special Issue should include:
- the name and email address for communication with the guest editor(s), including also the area of expertise of each guest editor;
- a 500-word rationale explaining the scope and significance of the proposed theme;
- a list of the authors of at least 6 contributions and 2 commentators, all with affiliations;
- a 1000-word summary of each of the 6 contributions, including at least 5 key references;
- a preliminary time schedule for the preparation of the Special Issue;
- 10 possible reviewers of the single papers, who are not involved as authors.
Please note that an author can be involved in only one paper. The Guest Editor may appear as co-author of one paper. Guest Editors typically write the introduction to the Special Issue. Commentators should be external to the Special Issue. The maximum length of a paper is 8,000 words (including references, tables and figures, excluding supplementary online materials). Providing access to data is encouraged. Proposals for Special Issues should be sent by 30 November 2021 directly to the incoming Editor-in-Chief, Professor Gert Rijlaarsdam (email@example.com). The selection of the highest-quality proposal is the outcome of a collaborative evaluation by all members of the editorial team according to the following criteria:
- Suitability of the topic for Learning and Instruction
- Overall quality of the proposal: originality and contribution to the field
- Theoretical background and rationale of proposal and individual papers
- Methodological adequacy of the individual papers
- Clarity and significance of the results
- Quality of discussion and conclusions
- Completeness of the proposal
- Guest editor(s)’ experience in editorial work
The proposal review process will take no more than 6 weeks after closing the deadline . Once the highest-quality proposal has been selected among those submitted, it will be the responsibility of the Guest Editor(s) to proceed within the agreed timeline. The papers for the selected proposal should be submitted online. Each will undergo a regular peer review. One of the L&I editors will serve as helpdesk for guest editors and monitoring quality issues of reviews and decisions.
Please do not hesitate to contact the editor-in-chief for further details and clarifications.
We are looking forward to receiving your creative proposals.
On behalf of the L&I editorial team,
(University of Oxford, United Kingdom)
Erica de Vries
Univ. Grenoble Alpes, France
University of Bonn, Germany
Utrecht University, Netherlands
University of Arizona, USA
Universität Hamburg, Germany
Universiteit van Amsterdam, Netherlands ; Universiteit Antwerpen, Belgium