Research Trends in Technology-based Learning from 2000 to 2009: A content Analysis of Publications in Selected Journals
This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e.the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educationa...
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| Veröffentlicht in: | Educational technology & society 2012-04, Vol.15 (2), p.354-370 |
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| creator | Hsu, Yu-Chen Ho, Hsin Ning Jessie Tsai, Chin-Chung Hwang, Gwo-Jen Chu, Hui-Chun Wang, Chin-Yeh Chen, Nian-Shing |
| description | This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e.the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educational Technology & Society, the Journal of Computer Assisted Learning) from 2000 to 2009. A total of 2,976 articles were cross-analyzed by three categories including research topic, research sample group, and learning domain. It was found that “Pedagogical design and theories” was the most popular research topic, “Higher Education” was the most utilized sample group, and “Non-specified” and “Engineering/Computer sciences” were the most selected learning domains in the last decade. However, topics in “Motivation, Perceptions and Attitudes” drew more attention in the latest five years, while the number of articles in “Digital game and intelligent toy enhanced learning” and “Mobile and Ubiquitous Learning” grew significantly between 2005 and 2009. Furthermore, the Chi-square analysis results showed that there were significant associations among these three categories. The results of the analysis provide insights for educators and researchers into research trends and patterns of technology-based learning. |
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A total of 2,976 articles were cross-analyzed by three categories including research topic, research sample group, and learning domain. It was found that “Pedagogical design and theories” was the most popular research topic, “Higher Education” was the most utilized sample group, and “Non-specified” and “Engineering/Computer sciences” were the most selected learning domains in the last decade. However, topics in “Motivation, Perceptions and Attitudes” drew more attention in the latest five years, while the number of articles in “Digital game and intelligent toy enhanced learning” and “Mobile and Ubiquitous Learning” grew significantly between 2005 and 2009. Furthermore, the Chi-square analysis results showed that there were significant associations among these three categories. The results of the analysis provide insights for educators and researchers into research trends and patterns of technology-based learning.</description><identifier>ISSN: 1176-3647</identifier><identifier>ISSN: 1436-4522</identifier><identifier>EISSN: 1436-4522</identifier><language>eng</language><publisher>Palmerston North: International Forum of Educational Technology & Society</publisher><subject>CAI ; Citation analysis ; Cognitive style ; Collaborative learning ; Comparative Analysis ; Computer Assisted Instruction ; Computers ; Content Analysis ; Digital technology ; Distance Education ; Domains ; Education ; Educational research ; Educational Technology ; Electronic learning ; Forecasts and trends ; Full Length Articles ; Higher Education ; Learning ; Machine learning ; Management ; Online learning ; Perceptual learning ; Periodicals ; R&D ; Research & development ; Social Sciences ; Statistical Analysis ; Technology ; Technology application ; Trends ; Video Games ; Web Based Instruction</subject><ispartof>Educational technology & society, 2012-04, Vol.15 (2), p.354-370</ispartof><rights>Copyright 2012 by International Forum of Educational Technology & Society (IFETS)</rights><rights>COPYRIGHT 2012 International Forum of Educational Technology & Society</rights><rights>2012. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/jeductechsoci.15.2.354$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/jeductechsoci.15.2.354$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ988474$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hsu, Yu-Chen</creatorcontrib><creatorcontrib>Ho, Hsin Ning Jessie</creatorcontrib><creatorcontrib>Tsai, Chin-Chung</creatorcontrib><creatorcontrib>Hwang, Gwo-Jen</creatorcontrib><creatorcontrib>Chu, Hui-Chun</creatorcontrib><creatorcontrib>Wang, Chin-Yeh</creatorcontrib><creatorcontrib>Chen, Nian-Shing</creatorcontrib><title>Research Trends in Technology-based Learning from 2000 to 2009: A content Analysis of Publications in Selected Journals</title><title>Educational technology & society</title><description>This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e.the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educational Technology & Society, the Journal of Computer Assisted Learning) from 2000 to 2009. A total of 2,976 articles were cross-analyzed by three categories including research topic, research sample group, and learning domain. It was found that “Pedagogical design and theories” was the most popular research topic, “Higher Education” was the most utilized sample group, and “Non-specified” and “Engineering/Computer sciences” were the most selected learning domains in the last decade. However, topics in “Motivation, Perceptions and Attitudes” drew more attention in the latest five years, while the number of articles in “Digital game and intelligent toy enhanced learning” and “Mobile and Ubiquitous Learning” grew significantly between 2005 and 2009. Furthermore, the Chi-square analysis results showed that there were significant associations among these three categories. The results of the analysis provide insights for educators and researchers into research trends and patterns of technology-based learning.</description><subject>CAI</subject><subject>Citation analysis</subject><subject>Cognitive style</subject><subject>Collaborative learning</subject><subject>Comparative Analysis</subject><subject>Computer Assisted Instruction</subject><subject>Computers</subject><subject>Content Analysis</subject><subject>Digital technology</subject><subject>Distance Education</subject><subject>Domains</subject><subject>Education</subject><subject>Educational research</subject><subject>Educational Technology</subject><subject>Electronic learning</subject><subject>Forecasts and trends</subject><subject>Full Length Articles</subject><subject>Higher Education</subject><subject>Learning</subject><subject>Machine learning</subject><subject>Management</subject><subject>Online learning</subject><subject>Perceptual 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A total of 2,976 articles were cross-analyzed by three categories including research topic, research sample group, and learning domain. It was found that “Pedagogical design and theories” was the most popular research topic, “Higher Education” was the most utilized sample group, and “Non-specified” and “Engineering/Computer sciences” were the most selected learning domains in the last decade. However, topics in “Motivation, Perceptions and Attitudes” drew more attention in the latest five years, while the number of articles in “Digital game and intelligent toy enhanced learning” and “Mobile and Ubiquitous Learning” grew significantly between 2005 and 2009. Furthermore, the Chi-square analysis results showed that there were significant associations among these three categories. The results of the analysis provide insights for educators and researchers into research trends and patterns of technology-based learning.</abstract><cop>Palmerston North</cop><pub>International Forum of Educational Technology & Society</pub><tpages>17</tpages><oa>free_for_read</oa></addata></record> |
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| source | Jstor Complete Legacy; Education Source; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | CAI Citation analysis Cognitive style Collaborative learning Comparative Analysis Computer Assisted Instruction Computers Content Analysis Digital technology Distance Education Domains Education Educational research Educational Technology Electronic learning Forecasts and trends Full Length Articles Higher Education Learning Machine learning Management Online learning Perceptual learning Periodicals R&D Research & development Social Sciences Statistical Analysis Technology Technology application Trends Video Games Web Based Instruction |
| title | Research Trends in Technology-based Learning from 2000 to 2009: A content Analysis of Publications in Selected Journals |
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