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Learning Research and Practice is a peer-reviewed journal published by Taylor & Francis, covering Education and Technology Integration, Education Systems and Policy, Diverse Educational Innovations Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Learning Research and Practice 12 (3): 45–58.
Formats any DOI in Learning Research and Practice style. No sign-up. |
| Publishes research in | Education and Technology Integration Education Systems and Policy Diverse Educational Innovations Studies Innovative Teaching and Learning Methods Education and Critical Thinking Development |
| ISSN | 2373-5082 |
| Citation impact (2-yr) | 1.11 |
| h-index | 25 |
| i10-index | 73 |
| Total citations | 3,245 |
| Top institutions publishing here | Nanyang Technological University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This opinion paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration.In this conception, learners continually converse with AI language models and other human learners within a dynamic computational medium of internet tools and resources.Learning happens when this distributed human-AI…
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…
I advance a theoretically and empirically-grounded case for designing for and learning from failure, and instantiate it in a learning design called Productive Failure (PF). I describe the key mechanisms and the design principles of PF. The PF learning design comprises a generation and exploration phase followed by a consolidation and knowledge assembly phase. Findings…
Self-directed learning and self-assessment require student responsibility over learning needs, goals, processes, and outcomes. However, this student-led learning can be challenging to achieve in a classroom limited by a one-to-many teacher-led instruction. We, thus, have designed and prototyped a generative artificial intelligence chatbot application (GAIA), named TeacherGAIA, that can be used to asynchronously support students…
The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding ChatGPT as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate…
