This article introduces significant research topics in contemporary education, and also offers potential frameworks for expanding conceptualizations for the study of learning. The research foci and the conceptual framings that they discuss also point out the need for research communities in learning and education not only to engage in empirical research in novel settings, but also to reflect upon the theoretical frameworks that explicitly or implicitly inform the research on learning. It is important to unpack the often-implicit assumptions, values, and educational purposes that underlie the theoretical frameworks and to consider the implications for what it means to learn in contemporary society.
|Original language||English (US)|
|Number of pages||6|
|Journal||Frontline Learning Research|
|State||Published - Dec 30 2016|
- Conceptual innovation
Rajala, A., Kumpulainen, K., Ritella, G., & Wilkinson, L. C. (2016). Expanding conceptualization for the study of learning. Frontline Learning Research, 4(4), 1. . http://journals.sfu.ca/flr/index.php/journal/article/view/320/376