Empirical Teaching and Learning Research

“Empirical teaching and learning research” is aimed at the connection between processes of education and the resulting learning outcomes in various educational fields of action. Learning is understood as a holistic “development” of knowledge and skills, i.e. affecting all facets of the human personality. The research designs and methods used are selected appropriately to the problem. The complex lines of influence of different teaching arrangements on learning processes via mediating variables (e.g. self-concept, self-efficacy beliefs, emotions, interest, motivation, …) are examined using quantitative methods (if necessary with the use of mixed-method approaches).

In particular, the following dimensions of learning should be researched and communicated:

• Problem perspective: e.g. social and values education, intercultural/integrative/inclusive education, promotion of talents, affective learning, informal learning, learning under difficult conditions, …
• Institutional perspective: e.g. elementary education, school and extracurricular education, university studies, non-public educational institutions. …
• Specific teaching-learning arrangements in the generational perspective: e.g. early childhood education, youth development, adult education or continuing education, gerontagogy, …
• Media perspective: e.g. multimedia, e-learning, hybrid learning, mobile learning, …