Springer The Art of Modelling the Learning Process: Uniting Educational Research and Practice (Springer Texts in Education)

Product Description By uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills. The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these types of outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part  the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice. This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice. Review “In The Art of Modeling the Learning Process, Dr. Jimmie Leppink offers a contemporary view on the design and execution of studies of how and why individuals learn. This book is incredibly timely, as recent advances in analytic methods and theories have opened the door to new ways to explore knowledge acquisition and behavioral change over time. Dr. Leppink begins by highlighting, in easy to understand language, types of questions one might ask about the learning process, and demonstrates how to express them via a range of research methodologies that account for common issues such as missing data. He then maps this process onto multiple types of data that one might generate or collect in real-world studies, before expanding these examples into novel network-analytic and longitudinal frameworks. I highly recommend this book to students and applied researchers in the science of learning.” (Dr. M. Shane Tutwiler, Assistant Professor of Educational Foundations, University of Rhode Island, USA) From the Back Cover By uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills. The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these types of outcome variables, single-measurement and repeated-measurements scenarios are offered with clear ex