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Overview EARLI Publications

1. Learning and Instruction2. Educational Research Review (EDUREV)3. Frontline Learning Research (FLR)4. Book Series5. Affiliated journals

General facts

Learning and Instruction

Established in 1991

Published by Elsevier

Focus on empirical studies in learning and education

Six issues per year

Electronic and printed journal

www.journals.elsevier.com/learning- and-instruction/

1. Scope of Learning and Instruction

Multi-disciplinary research with a preference to empirically- based studies

Scientific research in the areas of learning, development, instruction and teaching

All levels of education: from kindergarten to adult learners

Diversity of learning and instructional settings: from laboratory experiments to field studies

1. Figures L&I (2012)

Impact Factor: 3.337 Ranking Education and Educational Research:

2/216 Submissions per year: 414 Rejection Rate: 87% Downloads: 291.551

General facts

Educational Research Review

(Edurev) Established in 2005

Published by Elsevier

Review studies

Three issues per year

Electronic and printed journal

www.journals.elsevier.com/educational-research-review/

2. Scope of Educational Research Review

Focus on theoretical manuscripts. That is meta-analytic reviews, narrative reviews, best-evidence

syntheses, research critiques, forum papers and methodological and thematic reviews

Focus on the broad range of settings in which people learn (school settings, corporate training, formal or informal settings)

All levels of education: from kindergarten to adult learners

2. Figures Edurev (2012)

Impact Factor: 2.586 Ranking Education and Educational Research:

8/216 Submissions per year: 107 Rejection Rate: 81% Downloads: 47.410

General facts

Frontline Learning Research

(FLR) Established in 2013

Independently published by EARLI

Open-access

Electronic-only journal

Innovative and frontline researchwww.frontlinelearningresarch.org

3. Scope of FLR

Multi-disciplinary, dynamic and innovative studies that … include a thoroughly elaborated theoretical framework … incorporate extensive quantitative and/or qualitative

data … adopt complex, innovative and controversial analytical

techniques … include dynamic data, e.g. video’s, animations,

hyperlinks, audio, . … make connections between previously unconnected

established lines of research

Focus on the broad range of settings in which people learn

All levels of education: from kindergarten to adult learners

3. FLR’s new features

Supported by a strong scientific research community, EARLI

Rapid review process – in general less than one month

Dynamic data

An outlet for both short and long extensive manucripts (up to 20,000 words)

Rapid publication process after acceptance

Open Access Publication: free of charge to EARLI members, limited fee for non-EARLI members

3. Figures FLR

Since start April 2013 36 submissions 2 issues, 14 publications

4. Book series“New Perspectives on Learning and

Instruction”

A number of book series per year

Published by Routledge

Written by and for EARLI members

Most recent publications: Gijbels, D., Donche, V., Richardson, J. T. E., & Vermunt, J. D. (2013)

Learning Patterns in Higher Education: Dimensions and research perspectives. Routledge: London.

Baker, M., Andriessen, J., & Järvelä, S. (2013) Affective Learning Together: Social and emotional dimensions of collaborative learning. Routledge: London.

Volet, S. &Vauras, M. (2012) Interpersonal Regulation of Learning and Motivation: Methodological Advances. Routledge: London.

5. Affiliated journals

Learning, Culture and Social Interaction High-quality research on learning within, and

through, social practices

Studies in Educational Evaluation Reports of evaluation studies

Both published by Elsevier

Overview EARLI Publications

www.earli.org/publications1. http

://www.journals.elsevier.com/learning-and-instruction/

2. http://ees.elsevier.com/edurev

3. http://www.frontlinelearningresearch.org

4. www.routledge.com/books/series/new_perspectives_on_learning_and_instruction.EARLI

info@earli.orginfo@frontlinelearningresearch.org