Google Scholar and the Continuing Education Literature

Howland, Jared L.; Howell, Scott L.; Dickson, Cody

doi:10.1080/07377360902806890

Cited by 8 publications

(10 citation statements)

References 8 publications

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“…Numerous studies have examined the performance of Google Scholar' s technology and database (Falagas et al, 2008;Harzing & van der Wal, 2008;Howland et al, 2009;Jacso, 2005;Kousha & Thelwall, 2007, 2008LevineClark & Gil, 2009;Mayr & Walter, 2007, 2008Meho & Yang, 2007;Meier & Conkling, 2008;Pauly & Stergiou, 2005;Smith, 2008;Walters, 2009). In particular, many authors compared Google Scholar with other citation archives such as the databases of Thomson Reuters (formerly the Institute for Scientific Information), Scopus, PubMed, and Compendex to name a few (e.g., Falagas et al, 2008;Harzing & van der Wal, 2008;Kousha & Thelwall, 2007, 2008Levine-Clark & Gil, 2009;Meho & Yang, 2007;Pauly & Stergiou, 2005;Smith, 2008;Walters, 2009).…”

Section: Methodsmentioning

confidence: 99%

“…Launched in November 2004, Google Scholar, a meta-search engine for academic research, has attracted considerable attention within academia due to its potential as a multidisciplinary bibliographic database (Walters, 2009). In particular, each academic publication searched by Google Scholar immediately gives a citation count, which can be a useful indicator of how contributive that publication has been to other academic research across diverse fields of science (Howland, Howell, Wright, & Dickson, 2009). Google Scholar operates as a meta-database that integrates comprehensive archives across the fields of science, including arts and humanities, social science, physical science, and engineering (Falagas et al, 2008).…”

Section: Methodsmentioning

confidence: 99%

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The contributions of human resource development research across disciplines: A citation and content analysis

Jeung

Yoon

Park

et al. 2011

Human Resource Dev Quarterly

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The primary purpose of the current study is to identify how human resource development (HRD) research has contributed to the knowledge base across social science disciplines during the past two decades. We identified the top 20 Academy of Human Resource Development (AHRD) journal articles that have been most frequently cited in research articles published in journals other than the four AHRD journals. With the use of content analysis of the most-cited articles, three key research themes were identified: (a) training transfer and evaluation, (b) learning in organizations, and (c) knowledge sharing and knowledge creation. The research contributions of HRD within the field of HRD and across disciplines are discussed.Research-pursuit of new knowledge and its dissemination-is the soul of academia.-Richard A. Swanson This article attempts to identify the inherent contributions of human resource development (HRD) as an academic discipline to the broader community of academia. In practice, it has been agreed that human resources in an organization are the primary source of core competitive advantage (Garavan, 2007). Increasingly, there is a need for the continuous improvement and development of human resources to help organizations adapt to changing environments, so companies have emphasized the importance of HRD. However, HRD still holds a peripheral position in the academic realm. For instance, despite the continuous efforts of the Academy of Human Resource Development (AHRD), the leading scholarly body of the discipline, no AHRD-sponsored journal has been listed in the Social Science Citation Index (SSCI) (Russ-Eft, 2008 Jeung, Yoon, Park, Jo degree titles and affiliations of undergraduate and graduate programs addressing HRD tend to be inconsistent across colleges and universities. These issues imply that there is a lack of recognition from the larger academic community, as well as an incomplete establishment of the distinct identity of HRD.HRD is known as a multidisciplinary field (e.g., McLean, 1998;Swanson, 1999;Weinberger, 1998), which owes its foundation to external academic fields (Jacobs, 1990;McGuire & Cseh, 2006). However, although HRD has built a unique body of work that has made significant contributions to various social science fields over several decades, it has not received adequate recognition. Given that little attention has been paid to the HRD community' s scholarly contributions across disciplines, there is a need to understand the identity of HRD by identifying the "multidisciplinary" contributions of HRD research across various disciplines. Unfortunately, few attempts to explore the scholastic contributions of HRD have effectively transcended the boundaries of the AHRD community.Our approach to explore the contributions of HRD is to count citation frequency. A citation link between any two documents shows an association of a research topic and a connection between the scholastic ideas. In research communities, citation frequency is used as a method to assess professional recognition and relat...

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The contributions of human resource development research across disciplines: A citation and content analysis

Jeung

Yoon

Park

et al. 2011

Human Resource Dev Quarterly

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“…The depth a breadth of the GS index have been carefully scrutinised (Neuhaus, Neuhaus, & Asher, 2006) and the usefulness as well as the drawbacks of GS as an academic search engine have been widely discussed (Howland, Howell, Wright, & Dickson, 2009;Howland, Wright, Boughan, & Roberts, 2009;Jacsó, 2008;Mayr & Walter, 2007). To the best of my knowledge, however, no published linguistic research papers using GS have yet appeared, although I proposed its use as a teaching tool elsewhere (Brezina, 2012).…”

Section: Google Scholar As a Linguistic Search Enginementioning

confidence: 98%

Use of Google Scholar in corpus-driven EAP research

Březina

2012

Journal of English for Academic Purposes

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“…When analyzing different data sources, it is important to be aware of how variation in their scope of coverage and search algorithm can generate different citation outcomes (Kulkarni, Aziz, Shams, & Busse, 2009). For example, a formal subscription may be required in order to use certain data banks (e.g., Scopus and Web of Science), and there is wide variability between data sources in terms of their availability of full texts (e.g., ERIC at 9% and Google Scholar at 39%; Howland et al, 2009). The present work demonstrates how analysis of the traditional and easily accessible ERIC digital library produced results very different from the analysis of SSCI journals as well as the Chiu et al (2016) study that focused more on citations in the publications.…”

Section: Bridging the Gap Between Research And Practicementioning

confidence: 99%

“…More specifically, we conducted a content analysis to review select journal articles in the area of conceptual change in the Education Resources Information Center (ERIC) database. Aside from Google Scholar, the ERIC database is the primary educational resource for educators, practitioners, and the general public and allows free access to full-text articles (Howland, Howell, Wright, & Dickson, 2009). Although Google Scholar has superior search capability, it includes informal periodicals (e.g., magazines) and is spotty in locating materials published before 1990 (Howland et al, 2009).…”

Section: Framework Of This Studymentioning

confidence: 99%

Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

Lin

Yen²,

Liang

et al. 2016

EURASIA J MATH SCI T

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This study used content analysis to examine the most studied conceptual change factors that influence students' science learning processes and their learning outcomes. The reviewed research included empirical studies published since Posner et al. proposed their conceptual change model 30 years ago (from 1982 to 2011). One hundred sixteen SSCI journal and full text articles were sampled from the Education Resources Information Center database. "Conceptual change" in the title of the articles was used for screening the articles. The results showed that learning outcomes chiefly examined students' conceptual change and their science achievement. The most studied factors influencing conceptual change were associated with instruction and personal reasoning ability. As for instruction, multiple instructional methods were usually integrated in the research, and "conceptual conflict" and "cooperative learning" were found to be gaining the most attention. In addition, certain instructional methods were more frequently linked to specific science subjects. Educators require knowledge of conceptual change theories and strategies. Such information should be more readily available in order to develop teachers' pedagogical content knowledge and help them put it effectively into practice.Keywords: conceptual change, conceptual ecology, content analysis, Education Resources Information Center (ERIC), learning factor, learning outcome Correspondence: Mei-Hung Chiu, Graduate Institute of Science Education, National Taiwan Normal University, 88, Sec 4 Ting-Chou Road, 116 Taipei, Taiwan E-mail: mhchiu@ntnu.edu.tw OPEN ACCESSJ.-W. Lin et al. 2618© 2016 iSER, Eurasia J. Math. Sci. & Tech. Ed., 12(9), Examining the Factors That Influence Students' Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change ResearchIt has been 30 years since Posner and his colleagues (Posner, Strike, Hewson, & Gertzog, 1982) proposed the idea about learning requiring for conceptual change. During this period, an increasing number of studies have investigated how and why conceptual change occurs and what the difficulties are in learning scientific concepts across different ages, genders, subjects, and countries. Researchers seem to have reached a consensus on the difficulties associated with conceptual change in school science learning. This raises the question of the extent to which this broad research agenda and emerging findings match what has been published in journals that seek to influence classroom practice and guide science teacher instruction.In an analytical study of citations from 365 identified journal articles on conceptual change (The articles were from the following publications: International Journal of Science Education, International Journal of Science and Mathematics Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education), Chiu, Lin, and Chou (2016) found that the top 25 most cited publications (see Appendix A) out of 17,919 citations mainly discussed theorie...

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Google Scholar and the Continuing Education Literature

Cited by 8 publications

References 8 publications

The contributions of human resource development research across disciplines: A citation and content analysis

The contributions of human resource development research across disciplines: A citation and content analysis

Use of Google Scholar in corpus-driven EAP research

Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

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