An International Journal of the Learning Sciences
Instructional Science, An International Journal of the Learning Sciences promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, in technologically rich or lean environments and in informal and formal learning contexts.
Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments.
Most years, Instructional Science publishes a guest-edited thematic special issue. Recent issues have been on ‘teachers as designers of technology enhanced learning’ and ‘participatory design: integrating perspectives of students, teachers, and designers’.
College students’ perceived learning environment and their social media engagement in activities unrelated to class work
Dorit Alt (October 2017)
Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer reviews
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