The status of training and performance research in the AECT journals

Conn, Cynthia A.; Gitonga, Jacqueline

doi:10.1007/bf02762538

Cited by 7 publications

(8 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To examine the presence of HPT in ETR&D , we identified only about 50 HPT‐related papers, and only one special issue on “training” (Foshay, ). Despite a few studies published in ETR&D , performance technology is increasingly being recognized as important to the field (Conn & Gitonga, ; Klein, , ). The Association for Educational Communications and Technology (AECT), the sponsoring organization for ETR&D , has recently embedded the concept of “improving performance” in the field's renewed definition (Januszewski & Molenda, , p. 1).…”

Section: Discussionmentioning

confidence: 99%

The landscape of educational technology viewed from the ETR&D journal

Cho¹,

Park²,

Jo³

et al. 2012

Brit J Educational Tech

View full text Add to dashboard Cite

The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development (ETR&D) to examine the trends and issues of the educational technology field's scholarly community that have evolved in the past two decades. The distinctive features of citation network analysis used in this study derive from a social network analysis approach to see relational and network patterns in the citation data. From this citation network analysis, we obtained the following results: (1) the ETR&D network revealed structural attributes that help us understand the features regarding how the field has developed and how scholarly works have interacted; (2) the most influential papers and scholars in the field were identified; (3) frequently co-cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research. Problem statement and research purposeRecent reviews showed a glimpse of the field for a certain time frame but mostly focused on the rankings of individual authors and institutions, in some cases, for tenure and promotion purposes, and did not provide qualitative details on the relations and networks of scholars. What we mean by "qualitative details" concerns information on how the field has evolved and grown through collaborative scholarly works in the field. The insufficient landscape of the field has led us to become more interested in the relational patterns and networks of scholars through a citation network analysis. The purpose of this study, therefore, was to conduct a citation network analysis of papers published in ETR&D, 1989 to 2011, to examine the trends and issues of the ET field's scholarly community that have evolved in the past two decades.There are three reasons why we selected only one scholarly journal in this study: (1) we chose not to use the Publish or Perish software that many citation analyses currently use as in Zaugg et al (2011) because it is based on Google Scholar whose results are fluctuating and not stable; (2) due to the difficulty of manually manipulating large amounts of data available from the ETR&D within the time frame, selecting more than one journal was beyond our capacity and (3) the ETR&D journal included sufficient information to understand the landscape of ET because it is recognized as a top

show abstract

Section: Discussionmentioning

confidence: 99%

The landscape of educational technology viewed from the ETR&D journal

Cho¹,

Park²,

Jo³

et al. 2012

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…For the technology-related empirical articles, we modified the organizational setting categories used by Conn and Gitonga (2004) to fit the types of articles identified for this study. These are the categories used: business, government and military, higher education courses, higher education professional development for faculty or staff, nonprofit (also referred to as nongovernmental organizations), professional association or consortium, and other.…”

Section: Categorizing the Fields Of Authorsmentioning

confidence: 99%

“…Approaches were categorized as empirical research, literature review, or theory development and conceptual. The first two categories were based on research conducted by Conn and Gitonga (2004), who defined empirical research as "reports on a research study that used data to draw conclusions" (p. 17) and literature reviews as a "summar[y of] a body of literature as a critique or to draw implications for practice" (p. 17). The third category, theory development and conceptual, described articles that provided (1) "a set of interrelated constructs, definitions, and propositions that present a rational view of phenomena by explaining or predicting relationships among those elements" (Camp, 2001, p. 11) or (2) an innovative examination of an issue in the field through a grounded research or theoretical approach that laid the groundwork for future research in the area (Decision Sciences Journal of Innovative Education, 2006).…”

Section: Categorizing the Fields Of Authorsmentioning

confidence: 99%

“…In particular, successful professionals in human resource development (HRD) have used IT in training and nontraining interventions (Conn & Gitonga, 2004). For instance, IT tools such as databases, collaboration systems, blogs, wikis, and instant messaging used for performance improvement and organization development have been used in nontraining interventions (Benson, Johnson, & Kuchinke, 2002).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Technology‐related research in HRD publications: An analysis of content and metaperspectives from 2000 to 2006

Githens

Dirani

Gitonga

et al. 2008

Human Resource Dev Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, of the 20 most influential articles in the field by 2012, 8 (40%) focus solely on training or instructional design (Cho & Park, 2012). Earlier studies found, too, that the HPT literature maintains a primary focus on learning (Conn & Gitonga, 2004;Klein, 2002).…”

Section: Figure 1: a Comparison Of The Instructional Systems Design Amentioning

confidence: 99%

Human Performance Technology and HRD

Carliner¹

2014

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

Performance—the achievement of results–is central to definitions of HRD. Performance Technology (HPT) refers to a systematic methodology for developing performance in individuals and organizations. Through a systematic process, HPT explores issues at the organizational, unit, and individual level, and with skills and knowledge, resources, and motivation. perceive several advantages of HPT: an explanation of why training alone often fails to achieve the intended results, a systematic approach, a scientific foundation and emphasis on empirical data, and the promise of more enriching jobs. reality is more nuanced: too much similarity between the HPT and instructional systems design models, a continued over‐reliance on training; a lack of actual empirical evidence to support it; and its failure to actually provide more. continues to influence HRD, but perhaps HRD represents a more evolved approach.

show abstract

The status of training and performance research in the AECT journals

Cited by 7 publications

References 5 publications

The landscape of educational technology viewed from the ETR&D journal

The landscape of educational technology viewed from the ETR&D journal

Technology‐related research in HRD publications: An analysis of content and metaperspectives from 2000 to 2006

Human Performance Technology and HRD

Contact Info

Product

Resources

About