Introduction to Vol. 9 No. 1 (2021)


Learning and Instruction is mostly a complex process. This assumption is more and more reflected by measures and methods. The first two studies in this issue demonstrate that with elegant methods the process over time can disentangle individual learning processes. The third study shows a simple method to avoid assessment errors in judging learning outcomes.

Schick et al. used the Q-methodology for sorting questions in a longitudinal study. They measured the attitude towards patient communication of senior medical students across one year. The resulting attitude profiles reflect different developmental patterns over time. 

Davis & Hadwin introduced a diary tool for self-regulated learning for university students. They differentiated the individual regulation processes over time and show that the students who always attained their goals end up with higher personal well-being. The results from the process mining were visualized with two videos: video 1 and video 2

Jansen et al. explored the influence of spelling errors on the overall assessment of second-language student essays. They identified a halo effect that spelling errors negatively bias processing of the content. Prompting this fact in a second study could reduce these halo effects.

Introduction to Vol.8 No.6 (2020)


Dear reader,

The quest for scientific knowledge is always a long and winding pathway. This issue of FLR reflects this pathway and possible crossroads. All articles in this issue try to find different data sources to improve empirical data quality. The message is clear: don’t trust only one data source and use multiple data sources creatively. 

Klaus Beck analysed the role of expert for ensuring content validity of psychological and educational test. For this purpose, he reviewed 72 published reports within two research programs in Germany for academic and vocational education. His conclusion was that methodological procedures of qualitative and quantitative input from experts should be improved. 

Heemskerk & Malmberg triangulated self-reports and observations in the classroom for 5 days to identify the engagement of pupils in the classroom. Engagement varied more greatly within lessons than between lessons and whole-group instruction was associated with the lowest level of engagement. 

Zhao et al. introduced an interesting new online measure: the distance to the screen. Closer head-to-screen distance can indicate a challenging task. Larger fluctuation can indicate high cognitive load and predict upcoming response accuracy. 

Jorion et al. used log files generated by an interactive tangible tabletop. Different museumgoers collaborated in a complex situation to catch fish. With clustering techniques and heatmaps, patterns for unstructured activities were identified. These patterns appear to be a meaningful addition to observation data. 

Mouw et al. combined person-oriented, process-oriented, and effect-oriented analytical approaches for analysing the perspective-taking ability of primary-school children. The effect of perspective-taking ability on cooperative behaviours and learning outcomes depends on its conceptualization and measureme

You can find the complete issue of Frontline Learning Research here.

Stay healthy!

Prof. Dr. Thomas Martens

Editor-In-Chief Frontline Learning Research

Introduction to Vol. 8 No. 4 (2020)


Dear reader,

As you might already know, our dear colleague and friend Dr. Stuart Karabenick passed away on August 1st. Just a few weeks ago, he finished a very thoughtful review for this issue of FLR. We are all very sad and will miss him and his valuable expertise. I am sure that his research ideas will continue to inspire a lot of researchers in the future.

This issue of Frontline Learning Research covers an interesting variety of learning research: person-centered approaches, interactions between teachers and students and interactions between peers. 

Li et al. show that interest-driven socio-digital participation between friends in grade 7 becomes more similar over time. This could be used for bridging the gap between students’ informal interests and educational practices.

Draijer et al. explore the structure of interest. With the help of latent profile analysis, they show that homogeneous and heterogeneous structures co-exist. Measures of interest should account for this multidimensionality.

Knoop-van Campen and Molenaar show ­that dashboards have the potential to enhance teachers’ feedback practices and to complement human-prompted feedback, especially when dashboards are integrated into teachers’ professional routines.

Broda et. al. examine the relations between student reports of their own writing-related self-regulation and teacher reports of student writing-related self-regulation. Preliminary evidence points to the durable nature of student-teacher discrepancy as a predictor of more subjective academic outcomes.

Hirt et. al. differentiate types of help-seeking strategies with a person-centered approach. Avoiding help-seeking can be separated from working independently and individual help-seeking strategies can be switched over time.

Stay healthy!

Prof. Dr. Thomas Martens

Editor-In-Chief Frontline Learning Research