Reflecting the inter-connected reality of today's world, contemporary education is striving to keep up with the exponentially rapid changes that individuals around the globe are facing. Innovative educational proposals carry labels such as connective learning (Downes, 2006), e-learning 2.0 (Downes, 2005), education 2.0 (Carr et al., 2008), or…

Interactional data is often central to research in plurilingual learning environments. However, getting a grip on the processes of collecting, organizing, transcribing, analyzing and presenting audio and/or visual data is possibly the most exciting, but also one of the most challenging things about learning to do qualitative research. Although the…

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample…

This chapter describes a small-scale pilot study in which participants in the experimental group learned how to write Japanese kanji characters within an immersive Virtual Reality (VR) graffiti simulator (the Kingspray Graffiti Simulator on the Oculus Rift VR system). In comparing the experimental group to the non-VR control group in the context…

This study investigated what log files can reveal about learner behaviour of low- and non-literate adults learning to read for the first time in Finnish as a second language. The participants' reading development was supported by practising in an online training environment. Log files, automatically created user-computer interaction records, were…

Peer feedback can engage the learning process, but collecting the survey data into a usable format can be time-consuming, which can deter classroom teachers from undertaking the kind of in-depth analysis for classroom research. To overcome this detriment, and in order to research the effects of learning by assessing, we created a peer feedback…