Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology
Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology
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DOI：
10.1111/bjet.12730
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发表时间：
2019-01-01
影响因子：
6.6
通讯作者：
Nichols, Mark
中科院分区：
文献类型：
--
作者：
Bond, Melissa;Zawacki-Richter, Olaf;Nichols, Mark
回顾了50年来的教育技术研究，对1970年至2018年第3期发表在《英国教育技术杂志》(BJET)上的1777篇研究论文的标题和摘要进行了内容和作者分析。一种文本挖掘工具(Leximancer)被用来确定在这五十年中每年出现的关键概念和主题，然后将其与以前对计算机与教育的分析中发现的概念和主题以及每十年被引用最多的BJET出版物进行比较。然后使用《韦斯特和里奇》(2012)的框架，就BJET的严谨性、影响力和声望提供指导。在过去50年里，BJET的共同主题包括远程教育中教与学的演变、教学设计的出现、实践者和学习设计者之间的误解、职前和在职教师教育以及教育者和学生掌握技术的问题，包括这样做的信心、教育者和学生的技术技能，以及缺乏为培训和融合提供空间和时间的机构支持。作者分析显示，随着时间的推移，国际认同感有了令人鼓舞的增长，在过去的50年里，BJET上60%的文章是由英国以外的作者发表的，而在过去的10年里，这一比例为79%。尽管如此，来自南美、中东和非洲的贡献远远不足，来自这些地区的作者需要来自实地的进一步支持。建议未来的研究领域包括寻找教育者专业发展的替代模式，进一步探索理论和政策的作用，以及联合作者和合作研究的兴起。
Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A text-mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET's rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research.