“…By revealing methodological and research trends, journal content analyses can also assist researchers to identify appropriate journals in which to publish (Baydas, et al, 2015), as opposed to researchers solely referring to citation data (West & Rich, 2012) or an arbitrary codified list of publications (Carr-Chellman, 2006). This study seeks to build on the research foundations, laid by previous educational technology journal content analyses, which have included BJET (Latchem, 2006), Distance Education (Zawacki-Richter & Naidu, 2016), Edutec-E Journal (Marin, Zawacki-Richter, Perez Garcias, & Salinas, 2017) (Martin, Duart, Galvis, & Zawacki-Richter, 2018), as well as comprehensive analyses of multiple educational technology journals across time (e.g., Baydas, et al, 2015;Hsu, Hung, & Ching, 2013;Küçük, Aydemir, Yildirim, Arpacik, & Göktaş, 2013;West & Borup, 2014).…”
Section: Investigating Research Trends In Educational Technologymentioning
confidence: 99%
“…Whilst this number increased to 20 different countries in 2017, and "any journal's significance has a regional component" (Perkins & Lowenthal, 2016, p. 33), this is an indication that more effort could be made to attract authors from a wider variety of cultural contexts, given the importance of context within research Perez-Sanagustin et al, 2017). When the top six represented countries are viewed across time (Figure 1), a more balanced contribution is seen in 2015, where authors from Taiwan were more prolific than Australian authors; a trend seen across a number of educational technology journals (Hsu, Hung, & Ching, 2013). Interestingly, the number of Taiwanese authors have since decreased, to be replaced by a growing number of American authors.…”
Getting published in an academic journal is no easy feat, especially for doctoral students and English as a second language speakers, seeking to publish in English. Considering the relatively low acceptance rate for educational technology journals, this article seeks to provide guidance by following the framework of rigour, impact, and prestige (West & Rich, 2012) to evaluate the Australasian Journal of Educational Technology (AJET), as well as applying computer-assisted content analysis techniques in new and unique ways, in order to understand how AJET is furthering scholarship in the field. Findings reveal a strong focus on Asia-Pacific scholarship, with little representation from other continents. However, the editors are seeking to improve this, by providing regular advice in editorials for conducting rigorous research and hints on how to get published. Future research trends are identified, including teacher development, learning environments and cognition, and the role of feedback in student learning. In addition, recommendations to editors and doctoral students are provided.
“…By revealing methodological and research trends, journal content analyses can also assist researchers to identify appropriate journals in which to publish (Baydas, et al, 2015), as opposed to researchers solely referring to citation data (West & Rich, 2012) or an arbitrary codified list of publications (Carr-Chellman, 2006). This study seeks to build on the research foundations, laid by previous educational technology journal content analyses, which have included BJET (Latchem, 2006), Distance Education (Zawacki-Richter & Naidu, 2016), Edutec-E Journal (Marin, Zawacki-Richter, Perez Garcias, & Salinas, 2017) (Martin, Duart, Galvis, & Zawacki-Richter, 2018), as well as comprehensive analyses of multiple educational technology journals across time (e.g., Baydas, et al, 2015;Hsu, Hung, & Ching, 2013;Küçük, Aydemir, Yildirim, Arpacik, & Göktaş, 2013;West & Borup, 2014).…”
Section: Investigating Research Trends In Educational Technologymentioning
confidence: 99%
“…Whilst this number increased to 20 different countries in 2017, and "any journal's significance has a regional component" (Perkins & Lowenthal, 2016, p. 33), this is an indication that more effort could be made to attract authors from a wider variety of cultural contexts, given the importance of context within research Perez-Sanagustin et al, 2017). When the top six represented countries are viewed across time (Figure 1), a more balanced contribution is seen in 2015, where authors from Taiwan were more prolific than Australian authors; a trend seen across a number of educational technology journals (Hsu, Hung, & Ching, 2013). Interestingly, the number of Taiwanese authors have since decreased, to be replaced by a growing number of American authors.…”
Getting published in an academic journal is no easy feat, especially for doctoral students and English as a second language speakers, seeking to publish in English. Considering the relatively low acceptance rate for educational technology journals, this article seeks to provide guidance by following the framework of rigour, impact, and prestige (West & Rich, 2012) to evaluate the Australasian Journal of Educational Technology (AJET), as well as applying computer-assisted content analysis techniques in new and unique ways, in order to understand how AJET is furthering scholarship in the field. Findings reveal a strong focus on Asia-Pacific scholarship, with little representation from other continents. However, the editors are seeking to improve this, by providing regular advice in editorials for conducting rigorous research and hints on how to get published. Future research trends are identified, including teacher development, learning environments and cognition, and the role of feedback in student learning. In addition, recommendations to editors and doctoral students are provided.
“…The self-system is an interconnected network of beliefs that helps a person to make sense of the world and decide what goals and tasks to pursue. The enhancement of self-concept and motivation is widely valued as a critical goal and a positive outcome of education [11]. While facilitating creativity and self-esteem, emergent technology such as AR, gaming, mobile and cloud computing has advanced to such an extent that nowadays affects one's self-concept and the ways of learning.…”
The emerging technologies have expanded a new dimension of self -'technoself' driven by sociotechnical innovations and taken an important step forward in personalised active learning. In particular, Augmented Reality (AR) research has matured to a level to facilitate augmented learning, which is defined as an on-demand learning technique where the learning environment adapts to the needs and inputs from learners. In this paper we firstly study the role of Technology Acceptance Model (TAM) applied in Technology Enhanced Learning (TEL) on how learners come to accept and use a new technology. Then we present the design methodology of a technoself system for adaptive active learning and introduce technoself enhanced learning as a novel pedagogical model to improve student engagement by shaping personal learning focus and setting. Furthermore we describe the design and development of an AR-based learning system and discussed its key features on how to connect with learners and further create new ways to engage. Finally, we validate and evaluate the AR-based technoself enhanced learning approach in a broad diversity of learning practices including constructive activities and analytical activities through experimental AR-based learning apps for digital interpretation.
“…In a more recent review of trends in research literature on educational technology, Hsu et al () analysed journal papers derived from six major journals in the field from 2000 to 2010 using text mining in a Knowledge Discovery in Databases approach to examine the content of papers in the following Social Science Citation Index‐indexed top 50 journals: The British Journal of Educational Technology Computers & Education The Journal of Educational Technology and Society Educational Technology Research & Development Innovations in Education and Teaching International The Journal of Computer Assisted Learning …”
Section: Introductionmentioning
confidence: 99%
“…From their analysis of the development of trends in educational technology research across the 11 years of datasets, from these papers, Hsu et al () noted that:EDTECH's [educational technology's] definition has evolved over the years as a variation of ways of dealing with learning processes (Ely, ), a conceptual framework (Davies and Schwen, ), theory and practice (Seels and Richey, ), and the latest study and ethical practices of dealing with technological processes and resources (AECT , in Januszewski and Molenda ). (Hsu et al , p. 686)Hsu et al () qualified Winn's findings to observe that, in their view, instructional design and simulation/interactions are still hot topics in the field in view of the fact that it is the pedagogical use of technology and the effectiveness of instructional/learning strategies in achieving intended learning outcomes that constantly concern researchers and educators in educational technology and result in prolific research studies (Hsu et al , p. 700).…”
A discussion of the relative lack of research into e-leadership in educational technology in education is followed by an outline of selected prior literature in the field. The paper proposes that, as part of a natural evolution of educational technology research, considerably more attention needs to be focused on research and development in e-leadership. Building on selected prior literature, an updated framework of principles for effective "e-leadership" of educational technology is proposed, with specific reference to higher education, building on selected insights derived from e-leadership literature and on the author's experience of 30 years of professional practice, scholarship and research into educational technologies and leadership in education. The paper proposes the development of a new fifth "age" of educational technology research in which it is argued that more critical, selective, strategic e-leadership approaches to the adoption and use of educational technology need to be progressed through research, development and training as the field matures.
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