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Earli SIG Conference 2014

Earli SIG4 & SIG17
Conference 2014

Assessing transitions in learning

20–22 August 2014 Leuven


16 February 2014 Deadline for submission of abstracts and extended summaries
04 April 2014 Notification of acceptance
16 May 2014 Deadline for early bird registration
10 August 2014 Final deadline for registration

SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction


Conference theme: Assessing Transitions in Learning

From the perspective of lifelong learning in current society, higher education can no longer be regarded as an isolated trajectory within one’s educational career. Transitions in learning take place not only when students flow into higher education and progress through and/ or between curricula, but also on a horizontal plane when students for instance participate in internships. In order to learn from the experiences and knowledge obtained during these transitions, students have to take more responsibility for their own development and career, requiring them to develop their learning identity, in its broadest sense.  Similarly, (university) teachers face challenges as they need to balance between research and teaching, and between their own field and increasing demands for pedagogical expertise. The consequence for educational research is that we need to consider exploring and assessing the transitions in learning taking place in higher education. Investigating these transitions is complex and needs to capitalize on both qualitative and quantitative research methods to collect and analyse data. At the same time, how and when to combine methods is an open question in research on higher education. Assessing these transitions in students’ and teachers’ careers with the affordances of mixed methods seems a promising endeavour, but needs more exploration.

With this joint conference, SIG4 & SIG17 aim at addressing these new evolutions and challenges in the field of higher education and mixed method research by focusing on the transitions towards, within and following higher education in a society where lifelong learning is central.

In addition, technological advances have led to a better accessibility of more complex statistical analyses on the one hand, and a possibility to analyse large amounts of qualitative data on the other hand. However, the need for a proper integration of these methods still exists and many researchers appreciate an introduction into these methodologies. The conference will focus on presenting and discussing both quantitative and qualitative methodologies to assess these transitions.

About Earli


EARLI exists to support and promote an active research culture in the field of learning and instruction. EARLI enables about 2500 members from 56 countries to engage in critical dialogue. They systematically exchange and discuss ideas on instructional and educational research, as well as on research on industrial training. For these scholars, drawn from all parts of Europe and many parts of the world, EARLI provides a platform to contribute to current debates. Through its networks, activities and the publication of journals and book series, EARLI promotes both international and interdisciplinary cooperation.



  • Last modified 30-06-2014