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Chavez, Jorge – Learning: Research and Practice, 2021
Space-time plays a central role in the scientific study of learning trajectories. From a sociocultural perspective, the definition of a set of space-time coordinates enables researchers to identify and examine both the learning activities in which subjects participate and those life events relevant to understanding their learning processes. The…
Descriptors: Educational Research, Learning Processes, Time, Scientific Concepts
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Kwok, F. Y.; Ansari, D. – Learning: Research and Practice, 2019
This commentary reviews and summarises the strides which neuroscience has made in our present understanding of the development of literacy and numeracy in children. Specifically, it draws attention to key insights from studies which have elucidated the possible neural mechanisms that may account for difficulties in the development of these…
Descriptors: Neurosciences, Brain, Literacy, Numeracy
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Jamaludin, Azilawati; Wei Loong, David Hung; Xuan, Lim Pei – Learning: Research and Practice, 2019
Learning is a complex phenomenon where a learner constitutes a system operating at neural, physiological, cognitive and social levels, with interactions between and across processes and levels, effecting neural to cognitive to social levels and vice versa. In tracing historical paradigms, theories of learning have been traditionally fragmented in…
Descriptors: Neurosciences, Educational Research, Brain Hemisphere Functions, Cognitive Processes
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Easterday, Matthew W.; Rees Lewis, Daniel G.; Gerber, Elizabeth M. – Learning: Research and Practice, 2018
Since the first descriptions of design research (DR), there have been calls to better define it to increase its rigour. Yet five uncertainties remain: (1) the processes for conducting DR, (2) how DR differs from other forms of research, (3) how DR differs from design, (4) the products of DR, and (5) why DR can answer certain research questions…
Descriptors: Research Methodology, Educational Research, Instructional Design, Definitions
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Lee, Alwyn Vwen Yen; Tan, Seng Chee – Learning: Research and Practice, 2017
The assessment and understanding of students' ideas in discourse have often been a difficult problem for teachers to tackle. Recent innovations and technologies such as text mining can provide a partial solution by generating an estimated count of important keywords which are representative of ideas within discourse. However, investigating idea…
Descriptors: Educational Research, Data Analysis, Discourse Analysis, Knowledge Level
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Gaševic, Dragan; Kovanovic, Vitomir; Joksimovic, Srecko – Learning: Research and Practice, 2017
The field of learning analytics was founded with the goal to harness vast amounts of data about learning collected by the extensive use of technology. After the early formation, the field has now entered the next phase of maturation with a growing community who has an evident impact on research, practice, policy, and decision-making. Although…
Descriptors: Educational Research, Data Analysis, Research and Development, Theory Practice Relationship
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Lodge, Jason M.; Cottrell, David; Hansen, Louise – Learning: Research and Practice, 2017
This commentary is a response to those of Hall (2016) and Winebrenner (2016), which in turn were responses to the article the authors wrote on modality preferences and learning styles (Lodge, Hansen, & Cottrell, 2016). There are several key points the authors wish to address in this reply. Most importantly, and aligned with the aims and focus…
Descriptors: Cognitive Style, Research and Development, Theory Practice Relationship, Research Problems
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Reimann, Peter – Learning: Research and Practice, 2016
This paper argues that learning analytics (LA) can make contributions to learning research, in addition to aiming for improvements in learning and teaching practices in a solely applied sense. Indeed, there is potential for transforming learning research if certain approaches developed in LA were used more extensively to study learning. The…
Descriptors: Learning, Data Analysis, Educational Research, Longitudinal Studies
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Lodge, Jason M.; Hansen, Louise; Cottrell, David – Learning: Research and Practice, 2016
Learning styles have been widely accepted in pedagogical practice but suffer from a distinct lack of empirical support. While a diverse range of learning styles have been proposed, modality preference has received the most attention within educational research and practice. Supporters of this theory posit that each individual has a dominant sense…
Descriptors: Cognitive Style, Learning Modalities, Preferences, Research Problems
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Hall, Elaine – Learning: Research and Practice, 2016
The author has been asked to respond to Lodge, Hansen, and Cottrell's recent (2015) paper in this journal and they have done a very thorough and scholarly job of dissecting the weaknesses of modality preference theories. They clearly and carefully analyse the nature of the evidence for modality preference and conclude that there is little if any…
Descriptors: Cognitive Style, Preferences, Learning Theories, Evidence