Educational technology research trends from 2002 to 2014

Baydaş, Özlem; Küçük, Sevda; Yılmaz, Rabia; Aydemir, Melike; Göktaş, Yüksel

doi:10.1007/s11192-015-1693-4

Cited by 53 publications

(45 citation statements)

References 14 publications

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“…There has been extensive growth in the number of studies published that use combined methods, with double the percentage of articles published in the past 5 years than in the previous 10. This contrasts sharply to research published in BJET and ETRD (Baydas et al, 2015), where it represented 9% of methodological approaches on average in 2013 and 2014. It should be noted, however, that only 7% of articles list "mixed methods research" in their keywords, which might indicate that authors do not feel confident to label their article as truly mixed.…”

Section: Analysis Of Article Types and Methodologiescontrasting

confidence: 67%

“…Whilst learning environments were also found to be a focus in the comprehensive analysis by Hsu et al (2012), in addition emphasis was placed on teachers, with the pedagogical use of technology and the effectiveness of instructional design the most frequent research topic. Baydas et al (2015) reported more quantitative research than any other methodology (39.5%). This was also found in Turkish research (Küçük et al, 2013) and in a study of ICT research in K-12, published in CAE (Perez-Sanagustin et al, 2017), which had 50% of studies using a quantitative methodology.…”

Section: In Their Analysis Of the British Journal Of Educational Techmentioning

confidence: 99%

“…A number of bibliometric and content analyses of leading educational technology journals have been conducted in the past 5 years, including open access journals International Review of Research in Open and Distributed Learning (IRRODL) (Zawacki-Richter, Alturki, & Aldraiweesh, 2017), and the International Journal of Educational Technology in Higher Education (IJETHE) (Marin, Duart, Galvis, & Zawacki-Richter, 2018). There have also been a number of comprehensive analyses of multiple educational technology journals (e.g., Baydas et al, 2015;Halverson et al, 2012;Hsu et al, 2012;Küçük, Aydemir, Yildirim, Arpacik, & Göktaş, 2013;West & Borup, 2014), which seek to contrast and compare a range of data including trends in research topics, methodologies and methods, and citations across time.…”

Section: Investigating Research Trends In Educational Technologymentioning

confidence: 99%

“…Research & Development (ETRD) from 2002-2014, Baydas et al (2015 found that learning approach, learning environments and online learning were the most frequent research topics. These were also found in the analyses of Computers & Education (CAE) (Zawacki-Richter & Latchem, 2018), Distance Education (Zawacki-Richter & Naidu, 2016) and the IJETHE (Marin et al, 2018).…”

Section: In Their Analysis Of the British Journal Of Educational Techmentioning

confidence: 99%

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An analysis of the Australasian Journal of Educational Technology 2013-2017

Bond

Buntins

2018

AJET

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The Australasian Journal of Educational Technology (AJET) changed its editorial policy in 2013, to focus on higher education research and on improving journal submissions. This study analyses all articles (n = 256) in AJET from 2013-2017 to determine if there has been any change in research topics, methodologies, citations, and authorship since this editorial change, and compares findings to the analysis by Hadlock et al. (2014). The present analysis revealed that the percentage of combined methods research has doubled, although the top 10 most cited articles continue to be predominantly interpretative and inferential. Research has become more student-centred and focused particularly on online collaborative learning environments, and teacher skill and knowledge development, although research gaps exist in mobile learning and gamification. The results also highlight a lack of international collaboration amongst authors, and this is an area for future research.

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Section: Analysis Of Article Types and Methodologiescontrasting

confidence: 67%

Section: In Their Analysis Of the British Journal Of Educational Techmentioning

confidence: 99%

Section: Investigating Research Trends In Educational Technologymentioning

confidence: 99%

Section: In Their Analysis Of the British Journal Of Educational Techmentioning

confidence: 99%

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An analysis of the Australasian Journal of Educational Technology 2013-2017

Bond

Buntins

2018

AJET

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“…İncelenen nicel tezlerin içinde genel olarak örneklemin kimlerden oluştuğuna ve kaç kişiye ulaşıldığına yönelik ifadeler kullanılmıştır. Nicel araştırma metodolojisinin temel alındığı deneysel çalışma tezlerinde genellikle bir uzaktan eğitim sisteminin etkililiğinin test edilmesinin amaçlanması, araştırmacıları uzaktan eğitim alan öğrencilere yönlendirmesine ve bunun neticesinde hazır gruplar üzerinden çalışma yapmaya itmiş olabilir (Baydaş, Küçük, Yılmaz, Aydemir ve Göktaş, 2015;Erdoğmuş ve Çağıltay, 2009;Göktaş vd., 2012). Bu durum basit seçkisiz yöntem ile örneklem alınması ihtimalini azaltmaktadır.…”

Section: Uzaktan Eğitim Tezlerinin Metodolojik öZelliklerine Yönelik unclassified

Methodological Trends of the Distance Education Theses Published in Turkey from 2005 to 2014: A Content Analysis

Gökmen

Uysal

Yaşar

et al. 2017

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Tüm dünyada olduğu gibi Türkiye'de de uzaktan eğitim, araştırmalara konu olmakta ve yüksek lisans ve doktora çalışmalarında ele alınmaktadır. Bu araştırmanın amacı, Türkiye'de 2005-2014 yılları arasında yayınlanan uzaktan eğitim tezlerindeki yöntemsel eğilimin ortaya çıkarılmasıdır. Bu doğrultuda Yüksek Öğretim Kurumu (YÖK) ulusal tez veri tabanında erişime açık olan toplam 380 tez incelenmiştir. Tezler; tez türü, tez başlığı, tezin yayın yılı, tezin yayınlandığı üniversite, enstitü, anabilim dalı, araştırma yöntemi, araştırma deseni, örnekleme yöntemi, örneklem kitlesi, veri toplama aracı ve veri analizi teknikleri alanlarının olduğu "Uzaktan Eğitim Tezleri İnceleme Formu" (UETİF) kullanılarak girilmiştir. Girilen veriler, betimsel içerik analizi tekniği ile analiz edilmiştir. Araştırma sonuçlarına göre uzaktan eğitim alanında yayınlanan tezler 2010 yılına kadar artış sergilerken, sonraki yıllarda azalma olduğu ortaya çıkmıştır. Bunun yanında enstitülerin tez çalışmalarında metodolojik olarak farklı tercihler sergilendiği bulunmuştur. Nicel araştırma metodolojisinin temel alındığı tezlerde en fazla tarama deseninin kullanıldığı, nitel ve karma araştırma metodolojisine uygun yürütülen tezlerde ise en fazla durum çalışmalarının yapıldığı tespit edilmiştir. Nicel araştırma metodolojisinin temel alındığı tezlerin büyük çoğunluğunda örnekleme yönteminin ifade edilmediği, nitel araştırma metodolojisinin temel alındığı tezlerde en fazla amaçlı örnekleme yöntemine gidildiği belirlenmiştir. Tezlerdeki örneklem kitlesi incelendiğinde lisans öğrencileri ve yetişkinler tüm araştırma metodolojilerinde en fazla çalışılan örneklem kitlesi olmuştur. Veri toplama araçları bakımından nicel araştırma metodolojisinin temel alındığı tezlerde en fazla anket ve ölçeklerden faydalanıldığı, nitel ve karma araştırma metodolojisinin temel alındığı tezlerde ise en fazla görüşme Uzaktan eğitim Uzaktan eğitim tezleri Yöntemsel eğilimBetimsel içerik analizi

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Digital Transformation in Higher Education: Maturity and Challenges Post COVID-19

Marks

AL-Ali

Attasi

et al. 2021

Advances in Intelligent Systems and Computing

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Digital transformation in higher education, especially after COVID-19 is inevitable. This research explores digital transformation maturity and challenges post COVID-19. The significance of the study does not only stem from the critical role of higher education in building the workforce and knowledge economy. This study triangulates the findings of multiple research instruments, including survey, interviews, case study, and direct observation. The research findings show a significant variance between the respondents' perception of digital transformations maturity levels, and the core requirements of digital transformation maturity. The findings also show the lack of holistic vision, digital transformation competency, and data structure and processing as the leading challenges of digital transformation.

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Educational technology research trends from 2002 to 2014

Cited by 53 publications

References 14 publications

An analysis of the Australasian Journal of Educational Technology 2013-2017

An analysis of the Australasian Journal of Educational Technology 2013-2017

Methodological Trends of the Distance Education Theses Published in Turkey from 2005 to 2014: A Content Analysis

Digital Transformation in Higher Education: Maturity and Challenges Post COVID-19

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