theory and practice

Among others, the journal focuses on articles in the following fields of research: Research on learning and instruction in formal and informal contexts, multidisciplinary research on learning and learning environments, new theoretical and methodological approaches in learning sciences, insights into learning research from disciplines other than educational sciences or psychology (e.g., cognitive neuroscience, computer science, philosophy, sociology).

The journal particularly welcomes both short and long, brief, albeit rigorous, articles reporting on emerging theoretical, methodological and empirical approaches. Innovative/risk-taking research in the learning and educational sciences is encouraged. An outlet is provided for publishing in-depth studies, including articles involving a thoroughly elaborated theoretical framework, extensive qualitative data, or complex analytical techniques. As a consequence, also dynamic data material is welcomed in the journal, such as video's, photo's, and other dynamic data.

Furthermore, multidisciplinary research that draws from cognitive, philosophical, sociological, psychological and pedagogical theoretical paradigms is highly-valued. Indicatively, the following research is encouraged to submit its work to Frontline Learning Research:

Studies focusing on issues and ideas encountered in relatively new fields, lacking a long line of research. This lack of well-developed theoretical framings and of articulated theoretical constructs and ideas, provides an avenue for initiating useful and productive scientific discussion on a range of issues. These include internal inconsistencies, phenomena which appear inconsistent with the predictions derived from the corresponding theoretical framework and available empirical evidence, indicating flaws in underlying assumptions or premises.
Studies seeking to make connections between previously unconnected established lines of research so as to integrate different theoretical frameworks
Studies using an innovative research methodology that offers a different perspective on how to conceptualise and pursue certain research questions.