Frontline Learning Research publishes articles with new ideas, methodologies or discoveries that might be risky but have potential to open up new avenues in the field of learning and instruction
Vol 2, No 2 (2014): Frontline Learning Research - Special Issue ‘Learning through Networks’
Table of Contents
|Introduction to the special issue ‘Learning through Networks’||PDF HTML|
|‘Who do you talk to about your teaching?’: networking activities among university teachers||PDF HTML|
|Nino Pataraia, Isobel Falconer, Anoush Margaryan, Allison Littlejohn, Sally Fincher||4-14|
|Cognitively central actors and their personal networks in an energy efficiency training program||PDF HTML|
|Kaisa Hytönen, Tuire Palonen, Kai Hakkarainen||15-37|
|Effects of Hierarchical Levels on Social Network Structures within Communities of Learning||PDF HTML|
|Martin Rehm, Wim Gijselaers, Mien Segers||38-55|
|Networked professional learning: relating the formal and the informal||PDF HTML|
|Matthieu Vaessen, Antoine Van Den Beemt, Maarten De Laat||56-71|
|Unfolding perspectives on networked professional learning: Exploring ties and time||PDF HTML|
|Maarten De Laat, Jan-Willem Strijbos||72-80|
Second Issue of 2014 published
Dear EARLI members and readers,
This second issue is a Special Issue, on the topic ‘Learning through Networks’, which examines the role of networks in professionals’ learning. The special issue is based on a symposium ‘Learning through Networks’ held at the 2013 Conference of the European Association for Research in Learning and Instruction (EARLI) in Munich, Germany.
We encourage our readers to comment on each other’s articles and are happy to provide a platform for such discussions and commentaries.
We hope you will enjoy this Special Issue of FLR!
The First Year of Frontline Learning Research
The FLR editorial team is delighted to announce that during the first year of Frontline Learning Research’s existence, the number of submissions increased steadily.
In the first six months of 2014 FLR welcomed 36 submissions; 10 articles have been accepted, while 7 were declined. Our team works hard to continuously improve our review procedure, and we have succeeded in doing so: the average number of days to review is 34 days (compared to 54 in 2013); the average number of days to publication is 112 days (compared to 146 in 2013).
New submissions are welcomed! For more information, please check the FLR website or contact our editorial office via firstname.lastname@example.org.
Take this chance to stand on the Frontline of Learning Research!
Frontline Learning Research - An official journal of EARLI, European Association for Research on Learning and Instruction - www.earli.org