Re-theorizing Learning and Research Methods in Educational Research

ISBN 10: 1032071893 / ISBN 13: 9781032071893

Published by Taylor & Francis, 2023

About this Item

Crina Damsa is Associate Professor at the Department of Education, University of Oslo, Norway.Antti Rajala is Senior Research Fellow in the Department of Teacher Education, University of Eastern Finland, Finland.Giuseppe Ri.

Seller Inventory # 866167020

Bibliographic Details

• Title: Re-theorizing Learning and Research Methods in Educational Research
• Publisher: Taylor & Francis
• Publication Date: 2023
• Language: English
• ISBN 10: 1032071893
• ISBN 13: 9781032071893
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning.

Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections:

• emerging theories and conceptualisations of learning and how they drive methodological development
• new methods or innovative use of existing methods and their contribution to theory development
• theories and methods that emerge in connection with societal changes

Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

About the Author

Crina Damşa is an associate professor at the Department of Education, University of Oslo, Norway.

Antti Rajala is senior research fellow at the School of Educational Sciences and Psychology, University of Eastern Finland.

Giuseppe Ritella is a senior researcher at the Department of Psychology, University of Campania Luigi Vanvitelli, Italy.

Jasperina Brouwer is an assistant professor in the Department of Education, University of Groningen, Netherlands.