Research topics, author profiles, and collaboration networks in the top-ranked journal on educational technology over the past 40 years: a bibliometric analysis

Chen, Xieling; Yu, Guoxing; Cheng, Gary; Hao, Tianyong

doi:10.1007/s40692-019-00149-1

Cited by 56 publications

(32 citation statements)

References 49 publications

(42 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the second one, Bond et al (2019), who examined the SSCI indexed journal, BJET, and criticized it for being strongly British (Bond et al, 2019; see also Latchem 2006), reported England (33.1%), the US (16.5%), Australia (8.8%), Taiwan (6.9%), the Netherlands (4.6%), Canada (4.2%), Scotland (3.7%), China (2.6%), South Africa (2.2%), Spain (2.2%), and Turkey (2.1%) as the leading contributors. In the third one, Chen at al. (2019) reported that the US (21.65%), the UK (18.57%) and Taiwan (13.47%) were the most productive contributors.…”

Section: Geographical Distributionmentioning

confidence: 99%

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Bozkurt

2020

JIME

View full text Add to dashboard Cite

Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993-1999 multimedia learning and instructional design; 2000-2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005-2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010-2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015-2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.

show abstract

Section: Geographical Distributionmentioning

confidence: 99%

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Bozkurt

2020

JIME

View full text Add to dashboard Cite

show abstract

“…In any case, this research does not address Mobile Information Literacy, which is a topic of interest at present. The research developed by Chen, Cheng and Hao (2019) includes visualization and mapping techniques to express the results of the relationship between education and technology. To do this, the authors focus on a long period of four decades, and use exclusively the journal Computer and Education, which is a top publication in the field.…”

Section: Bibliometric and Information Visualization Studiesmentioning

confidence: 99%

Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy

et al. 2020

View full text Add to dashboard Cite

The thematic evolution of research on Mobile Information Literacy (MoIL) between 2006 and 2019 in the field of Information Literacy, learning and mobile technologies is analysed in an international context. For this purpose, the relevant bibliographic references from five databases (ERIC, LISA, LISTA, Scopus and WOS) were retrieved. To systematize the keywords, high dimensionality is reduced by means of a term-based process. Fields, topics, sub-topics and top terms are defined. The main top-terms and their relationships are analysed applying the fractional counting methodology using VOSViewer software. Fifteen major themes were set, which were grouped into six clusters to identify the main thematic trends during the period under review: IL & e-learning, Mobile devices & competencies, Ethics, Library & e-resources, Educational technology and Technological environment. The convergence of IL and elearning, the growth of e-literacy, the increasing relationship between mobile devices and information competencies, as well as that of libraries and e-resources, are thus detected. In conclusion, there is evidence of a growing interdisciplinarity in the scientific publications on Mobile Information Literacy, which interrelates the studies of information and digital literacy with e-learning and mobile technologies.

show abstract

“…Bu bağlamda ASDÖ çalışmalarının "atıf (citation)", "bibliyografik eşleştirme (bibliographic-coupling)", "ortak atıf (co-citation)", "ortak yazarlılık (co-authorship)" ve "birlikte bulunma (co-occurrence)" yapılarının, dokümanlar, kaynaklar, yazarlar, kurumlar ve ülkelere göre ağ haritası çıkarılmıştır. Bu kavramlardan, "atıf analizi", bir belgenin başka bir belgede bahsedilme durumunun (Franceschini, Maisano and Mastrogiacomo, 2015;Kim and McMillan, 2008;Smith, 1981;Yu and Shi, 2015); "bibliyografik eşleştirme analizi", bir ya da daha fazla refaransın, iki yayında ortak atıf yapılma durumunun (Freire and Verissimo, 2020;Kessler, 1963;Shah, Lei, Ali, Doronin and Hussain, 2019;van Eck and Waltman, 2017); "ortak atıf analizi", aynı yayından atıf almış belgelerin (Hou, Yang and Chen, 2018;Small, 1973;Trujillo and Long, 2018;White and McCain, 1998); "birlikte bulunma analizi", yayınlarda anahtar kelimelerin birlikte kullanımlarının (Cancino, Merigó, Coronado, Dessouky, and Dessouky, 2017;Laengle vd., 2017;Zhao, 2017) ve "ortak yazarlılık analizi", araştırmacıların ortak çalışmalar içerisinde bulunma durumlarının analiz edilmesidir (Chen, Yu, Cheng and Hao, 2019;Eaton, Ward, Kumar and Reingen, 1999).…”

Section: Verilerin Analiziunclassified

Araştırma-Sorgulamaya Dayalı Öğretime Yönelik Akademik Çalışmaların Bibliyometrik Analizi (2000-2020)

Saka¹,

İnaltekin²

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

View full text Add to dashboard Cite

Bu çalışma, Web of Science (WoS) veri tabanında yer alan araştırma sorgulamaya dayalı öğretim (ASDÖ) yaklaşımına yönelik son yirmi yıldaki akademik çalışmaların bibliyometrik analizini yapmayı amaçlamaktadır. Bu amaçla WoS veri tabanında indekslenen 264 ASDÖ çalışması bibliyometrik özellikleri açısından incelenmiş veVOSviewer programı kullanılarak ağ haritası ortaya çıkarılmıştır. ASDÖ çalışmaları, atıf, bibliyografik eşleştirme, ortak atıf, ortak yazarlılık ve birlikte bulunma yapıları bakımından dokümanlar, kaynaklar, yazarlar, kurumlar ve ülkelere göre analiz edilmiştir. Sonuçlar, "inquiry-based learning (sorgulamaya dayalı öğrenme)", "motivation (motivasyon)" ve "science education (fen bilimleri eğitimi)" terimlerinin en çok kullanılan anahtar kelimeler olduğunu göstermiştir.

show abstract

Research topics, author profiles, and collaboration networks in the top-ranked journal on educational technology over the past 40 years: a bibliometric analysis

Abstract: Targeting at analyzing the research status and trend of the educational technology field, this study conducted a bibliometric analysis on research topics, author profiles and collaboration networks using a top ranked journal Computers & Education

Cited by 56 publications

References 49 publications

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy

Araştırma-Sorgulamaya Dayalı Öğretime Yönelik Akademik Çalışmaların Bibliyometrik Analizi (2000-2020)

Contact Info

Product

Resources

About