

Titel | An analysis of the Australasian Journal of Educational Technology 2013-2017 |
Medientyp | Journal Article |
Year of Publication | 2018 |
Autoren | Bond, M, Buntins, K |
Journal | Australasian Journal of Educational TechnologyAJET |
Volume | 34 |
Issue | 4 |
Zusammenfassung | The Australasian Journal of Educational Technology (AJET) changed its editorial policy in 2013, to focus on higher education research and on improving journal submissions. This study analyses all articles (n = 256) in AJET from 2013-2017 to determine if there has been any change in research topics, methodologies, citations, and authorship since this editorial change, and compares findings to the analysis by Hadlock et al. (2014). The present analysis revealed that the percentage of combined methods research has doubled, although the top 10 most cited articles continue to be predominantly interpretative and inferential. Research has become more student-centred and focused particularly on online collaborative learning environments, and teacher skill and knowledge development, although research gaps exist in mobile learning and gamification. The results also highlight a lack of international collaboration amongst authors, and this is an area for future research. |
URL | https://ajet.org.au/index.php/AJET/article/view/4359 |
New Publications
- Strategien der Digitalisierung im Kontext der Pandemie: Implikationen für die Hochschulentwicklung
- Zur Bedeutung von Strategien der Digitalisierung von Studium und Lehre für die Hochschulentwicklung an deutschen Hochschulen: Nur Papiere?
- Strategien der Digitalisierung an Hochschulen
- Rezension von "Rolff, Hans-Günter & Thünken, Ulrich (2020). Digital gestütztes Lernen. Praxisbeispiele für eine zeitgemäße Schulentwicklung. Weinheim: Beltz
- Schulentwicklung im Kontext von Digitalisierung: Innovation und Transformation durch schulische Netzwerkarbeit
