Learning and Instruction has six issues a year, each issue having about 100 pages.
 If you are interested in online access contact your institute for more information.

If you want to order paper back versions go to:  http://www.elsevier.com/wps/find/journaldescription.cws_home/956/bibliographic   

 

Learning and Instruction is an international, multi-disciplinary journal for advanced high-quality research in the areas of learning, development, instruction and teaching. The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensions of important previous work. A preference, however, will be given to empirically-based studies. The papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative). They may relate to any age level - from infants to adults - and to a diversity of settings.

 

Impact factor 2015: 3.692

Impact factor 2014: 3.585


Elsevier and EARLI are pleased to announce that a new electronic submission and manuscript management system is now available for Learning and Instruction. Not only will this make the process of submission simpler for the author but it will also speed up reviewing times and ensure that your article is published as speedily and efficiently as possible.

For full instructions on online submission to Learning and Instruction go to http://www.journals.elsevier.com/learning-and-instruction/

 


 

 

 

 

 

 

Editor-in-Chief of Learning and Instruction

Prof.Jan Vermunt, UK   

 

 

 

Editorial team:

  • Slava Kalyuga

School of Education, University of New South Wales, Sydney, Australia

  • Mareike Kunter

Goethe University, Frankfurt, Germany

  • Kirsti Lonka

Fac. of Behavioural Sciences, University of Helsinki, Finland

  • Lars-Erik Malmberg

Dept. of Education, University of Oxford, UK

  • Nancy Perry

Fac. of Education, University of British Columbia, Vancouver, Canada

  • Gert Rijlaarsdam

Fac. of Social & Behavioural Sciences, Universiteit van Amsterdam, the Netherlands