Frameworks of educational technology*

Ely, Donald P.

doi:10.1111/j.1467-8535.2008.00810.x

Cited by 23 publications

(24 citation statements)

References 14 publications

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“…E-Learning is an important tool for delivery, interaction, and facilitation of both teaching and learning processes (Jamlan, 2004). Ely (2002) indicated that traditional approaches to teaching and learning in postsecondary environments continue to be a dominant force for a number of reasons: (a) professors hesitate to change; (b) some faculty do not have the skills to use information technology and are not especially eager to learn; and (c) there is an institutional reluctance to provide sufficient personnel and financial assistance to facilitate the use of networking. Nelson (2003) indicated that the integration of technology in teaching in higher education has become an important issue; according to him, " [t]echnology is continuing to be a driving force in the delivery of education.…”

Section: Introductionmentioning

confidence: 99%

“…For faculty members, this is exciting and challenging" (p. 32). Ely (2002) indicated that technology integration in instruction is one of the current trends in educational technology; he stated that " [f]aculty members at institutions of higher education have usually been late adopters of innovations for teaching and learning" (p. 11). Therefore, the increasing availability of technology in instruction justifies investigating the level of faculty involvement and the challenges that are associated with using these technologies (Ndahi, 1999).…”

Section: Introductionmentioning

confidence: 99%

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The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

Al-Shboul

2013

IES

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E-Learning is playing a significant role in education to improve students' skills and teach them new ways for managing their knowledge and information. Many universities and institutions of higher education have recognized the value of the Internet in changing the way people learn. Traditional classroom courses can be augmented with interactive materials on the Web and old fashioned courses can be transformed into e-Learning environments. However, few academic institutions have been able to embrace e-Learning in a way that enables widespread innovative uses of educational technology throughout the institution. Despite the fact that there are some cases of Faculty in Jordanian Universities carrying their own experiments and using trial and error to search for innovations to enhance their courses, these efforts are not matched with a large-scale institutional support and structure to move these initiatives from innovations to standards. We need to spread the culture of using e-Learning technology to enhance the quality of learning. Thus, this study aims to investigate the degree of e-Learning integration at the University of Jordan. Specifically, the purpose of this study was to identify potential factors related to the use of e-Learning tools by faculty members (users and non-users) at this University. This study was conducted during the Fall Semester of 2012/2013 with a population consisted of 1314 faculty members. Overall, the results of this study revealed that an increase in salary, teaching workload, and training are the most important factors related to faculty use of e-Learning tools at this Jordanian university. Furthermore, the results showed that faculty rank and perceived use of e-Learning tools were related to the level of faculty use of e-Learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

Al-Shboul

2013

IES

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Section: Investigated 560mentioning

confidence: 99%

“…Gall et al used citation analysis as the basis for understanding the 'influence and influencers' of published works (the approach used in this report), permitting readers to observe 'the social construction of knowledge… publication represents successfully completing the peer review process, but citation of one's work is a greater indicator of the influence of the work' (p. 315). Ely (2002) described trends as 'snapshots [of educational technology] taken at one point in time, thus reflecting the current status' (p. 7). Sometimes, a citation analysis that is presented reports trends and current topics, based on a review of documents from sources such as professional journals, papers presented at conventions, dissertations, and documents from various databases.…”

Section: Introductionmentioning

confidence: 99%

“…As a result, publications do appear periodically that identify and discuss patterns and trends in instructional design and instructional technology (e.g. Hew & Kale, 2007;Reiser & Dempsey, 2006;Ely, 2002;Maushak, Price & Wang, 2000; Gall, Ku, Gurney, Tseng & Yeh, 1999;Klein, 1997).Building upon Dick and Dick's (1989) system of categorising journal articles, Reeves (1995) created a 5 x 6 grid for categorising research in instructional technology, combining five research methods (quantitative, qualitative, critical theory, literature review, and mixed methods) with six research goals (theoretical, empirical, interpretive, post-modern, developmental, and evaluation). Hew, Kale and Kim (2007) noted that Reeves' review was outdated, and that many new technologies have subsequently emerged in instructional design.…”

mentioning

confidence: 99%

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The topic of instructional design in research journals: A citation analysis for the years 1980-2008

Özçınar¹

2009

AJET

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Ataturk Teacher Training Academy, North CyprusThis study examines research publication and trends in instructional design, as found in selected professional journals during the period 1980-2008. Citation analysis was used to investigate documents relating to instructional design, as indexed in the Web of Science. Instructional design; instruction design; educational design; learning design; teaching design; ID, etc, were the key phrases used for searching the documents, and a total of 758 analysed documents were judged relevant to the field of instructional design. The results of the study were explored according to the journal of publication; document type; year of publication; author; author affiliation; country of publication; most frequently used words and phrases; subject; language; cited by years and h index rating. Notable findings include the most frequently used key words and phrases (after instructional design, these are cognitive load theory and worked examples); regarding subject area, education, educational research, and educational psychology dominate. With regards to country of origin, 87% of authors came from only 7 countries, with countries in the Far East being poorly represented. IntroductionIn this study, instructional design is defined as the systematic development of instructional specifications, using learning and instructional theory derived from behavioural, cognitive and constructivist theories, in order to ensure the quality of instruction. It is the entire process of the analysis of learning needs and goals and the development of a delivery system to meet those needs, including development of instructional materials and activities, and testing and evaluating all instruction and learner activities.Citation analysis has been used in the social sciences for investigating the research contributions of individuals, institutions and professional journals (Brown & Gardner, 1985). It allows researchers to examine how frequently a work has been cited by other authors, providing one measure of the influence of a writer or of a particular article. The use of citation analysis as a research tool began during the mid-1950s, when Garfield (1955) proposed citation indexing.Content analysis and citation analysis of published articles in academic journals has been conducted in a variety of professional fields, such as psychology, science education, and instructional technology. For example, in the field of psychology, Howard, Cole and Maxwell (1987) and Smith et al. (1998) reviewed research papers published in selected American Psychological Association (APA) journals, whilst Eybe and Schmidt (2001) and Tsai and Wen (2005) examined research papers from selected science education journals. Aylward, Roberts, Colombo and Steele (2008) investigated 560Australasian Journal of Educational Technology, 2009, 25(4) and identified the top 100 cited 'classic' articles in the Journal of Paediatric Psychology from 1976, and Uzunboylu & Ozcinar (2009 examined researches and trends in computer assisted language...

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Teaching with Media

Ranieri

2019

The International Encyclopedia of Media Literacy

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The use of media and technologies in education, for teaching and learning, has a long history whose development was particularly intense in the 20th century owing to the rapid spread of information and communication technologies, for example audiovisual media such as radio and television, digital media, and the Internet. The extensive use of educational technologies in teaching is reflected, first, in the birth of the movement for audiovisual instruction in the 1920s and, next, in the development between the 1950s and 1960s of a new research field, known as educational technology or instructional technology, which gradually shifted the emphasis from the audiovisual communications media to the systematic development of teaching and learning methods based on psychological theories of learning such as behaviorism, cognitivism, constructivism, and connectivism.

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Frameworks of educational technology*

Cited by 23 publications

References 14 publications

The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

The topic of instructional design in research journals: A citation analysis for the years 1980-2008

Teaching with Media

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