Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry

Markauskaitė, Lina

doi:10.1007/bf03216938

Cited by 13 publications

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“…Over the last 10 years, educational research has seen a range of methodological innovations that have been closely coupled with the development of digital technologies (Markauskaite, , ). These developments—sometimes referred to under the umbrella terms of “e‐research” and “Cyberinfrastructure”—include three major areas: educational datasets, research methods and collaborative inquiry approaches enabled by computer networks (O'Brien, ).…”

Section: Introductionmentioning

confidence: 99%

“…While these vast amounts of data allow scholars to ask new questions in new ways, and teachers to assess learning in new ways, they also pose a wide range of concerns for management, preservation, access, intellectual property, and privacy, especially in the cases of educational, social, behavioral, and economic sciences and medical records. (Borgman et al, 2008, p. 24) Over the last 10 years, educational research has seen a range of methodological innovations that have been closely coupled with the development of digital technologies (Markauskaite, 2010(Markauskaite, , 2011. These developments-sometimes referred to under the umbrella terms of "e-research" and "Cyberinfrastructure"-include three major areas: educational datasets, research methods and collaborative inquiry approaches enabled by computer networks (O'Brien, 2005).…”

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confidence: 99%

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Editorial: e‐Research for education: Applied, methodological and critical perspectives

Markauskaitė

Reimann²

2014

Brit J Educational Tech

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This special issue brings together a set of contributions that represent and explore the state of the art regarding the development and application of digital technology‐enhanced research approaches in educational research—e‐research for education. Over the recent years, digital technologies have enhanced various aspects of scholarly practices, such as data collection and analysis, research collaboration, and publishing. New technology‐enhanced research approaches have been emerging in a number of educational research domains, such as learning analytics, educational data mining, digital ethnography and educational informatics. Although the potential of digital approaches has been generally acknowledged, many overarching conceptual and methodological questions remain unexplored and under‐theorised. This special issue provides a landmark collection that synthesises some important empirical and methodological advances in this research field, including methodologically innovative case studies and critical analyses of overarching epistemological, methodological and practical issues that inevitably will shape future developments of this research field.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Editorial: e‐Research for education: Applied, methodological and critical perspectives

Markauskaitė

Reimann²

2014

Brit J Educational Tech

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“…Accordingly, notions of what counts as ICT-enhanced research range from "weak" to "strong" interpretations (Markauskaite, 2011). The strong interpretation -exemplified by the rise of "big data" (Eynon, 2013) and "the fourth paradigm" (Hey, Tansley, & Tolle, 2009;Markauskaite, 2010) -asserts that such research practices mainly include the use advanced high-speed computer networks, large datasets, and specialised research tools. The weak interpretation -represented by the notion of "new digital media research" (Voithofer, 2005) -claims that such new research practices are not restricted to specific tools, and could include the use of any digital technology and software, including email, web browsers, spreadsheets and other general-purpose software.…”

Section: Current Notions Of Ict In Educational Technology Researchmentioning

confidence: 99%

“…Many researchers currently make extensive use of information and communication technologies (ICT) for various aspects of their scholarly work, such as literature reviews, publishing and collaboration (Anderson & Kanuka, 2003). Some have adopted new forms of data analysis, participatory research and dissemination, such as social network analysis, collaborative video analysis, and Web 2.0 publishing (Greenhow & Gleason, 2014;Markauskaite, 2010Markauskaite, , 2011. Most recently, several new fields of inquiry have emerged at the intersection of digital technologies and educational research, including educational data mining, learning analytics and educational informatics (Collins & Weiner, 2010;Larusson & White, 2014;Romero, Ventura, Pechenizkiy, & Baker, 2010).…”

Section: Introductionmentioning

confidence: 99%

Research students’ conceptions of the role of information and communication technologies in educational technology research

Markauskaitė

Wardak

2015

AJET

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The emergence of big data, digital scholarship and eResearch raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were interviewed. Three qualitatively different conceptions of ICT in research were identified: complementary, enhancing, and transforming. Results indicate that the three conceptions were closely associated with the expanding students’ focus from seeing ICT as a tool in the researchers’ hands, to noting that digital technologies may have implications for the process of inquiry, to seeing that ICT has distinct generative capacities and changes the nature of research practices. Findings suggest that students’ general understanding of ICT’s potential in research is underpinned not by abstract knowledge, but by their practical experiences of how ICT works and their abilities to see how technologies can enhance researchers’ individual capacities to generate knowledge in specific situations. Some implications for postgraduate research students’ education and capacity building are discussed.

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“…(5) may be used to examine a phenomenon from different epistemic or social perspectives (Markauskaite, 2010); and (6) may need to be collected from a variety of sources, beyond the scope of one research team, time or location (Borgman, 2007).…”

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confidence: 99%

“Making space” in practice and education: research support services in academic libraries

2014

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Informing library research with focus groups: The potential of seven alternative strategies to enhance participant interaction", Library Management, Vol. 35 Iss 8/9 pp. 558-564 http:// dx.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -How academic libraries support the research of their parent institutions has changed as a result of forces such as changing scholarly communication practices, technological developments, reduced purchasing power and changes in academic culture. The purpose of this paper is to examine the professional and educational implications of current and emerging research support environments for academic libraries, particularly with regard to research data management and bibliometrics and discuss how do professionals and educators "make space" as new service demands arise? Design/methodology/approach -The present paper uses data from a recent survey of research support provision by academic libraries in Australia, New Zealand, the UK and Ireland, (authors 2013), and provides additional in depth analysis of the textual responses to extend the analysis in the light of forces for change in higher education. The original online questionnaire surveyed current and planned research support in academic libraries, and constraints or support needs related to service developments. It was distributed to 219 institutions in Australia, New Zealand, the UK, and Ireland, and obtained 140 valid responses (response rate of 63.9 percent). Results were analyzed using descriptive statistics with thematic categorization and coding for the textual responses. Findings -Most academic libraries surveyed are already providing or planning services in the focal areas of bibliometrics and data management. There was also increasing demand for other research support services, not the focus of the study, such as eresearch support, journal publishing platforms, and grant writing support. The authors found that while many academic libraries perceive increasing research support services as a "huge opportunity" they were constrained by gaps in staff skills, knowledge, and confidence and resourcing issues. With regard to staff education and training, it was reported they require a broader understanding of the changing research and ...

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Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry

Cited by 13 publications

References 57 publications

Editorial: e‐Research for education: Applied, methodological and critical perspectives

Editorial: e‐Research for education: Applied, methodological and critical perspectives

Research students’ conceptions of the role of information and communication technologies in educational technology research

“Making space” in practice and education: research support services in academic libraries

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