April 2012 Volume 15 Number 2 - Educational Technology & Society

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2009? And what were the topic variations between the first five years (2000-2004) and the second five years (2005-2009)? 2. What research sample groups related to technology-based learning were selected in these published articles from 2000 to 2009? And how did the sample group selections shift between the first five years (2000-2004) and the second five years (2005-2009)? 3. What research learning domains related to technology-based learning were adopted in these published articles from 2000 to 2009? And how did the learning domain shift between the first five years (2000-2004) and the second five years (2005-2009)? 4. Is there any significant association between the research topic and the selection of the research sample group for these publications from 2000 to 2009? 5. Is there any significant association between the research topic and the adoption of the learning domain for these publications from 2000 to 2009? Reviews of TBL research trends The prevalent use of computing and communication technologies has increased in education and thus, learning is no longer limited to the traditional environment. Communication technologies such as the Internet, digital programs and systems, Personal Digital Assistants (PDA), and simulation games have been integrated into instruction to support learning. As a result, technology-based learning refers to the process of learning constituted with electronic technology (Cavus & Kanbul, 2010). As more technological innovations are developing, their applications to education are also believed to be evolving. For example, Yengina, Karahocab A., Karahocab D., and Ozcinarc, (2010) have predicted that more technologybased learning (TBL) will occur with the newly developed devices or concepts, such as personalized and adaptive elearning, portfolio collections, and more advanced online mind tools. In addition, the new web-based social networking tools such as Facebook, Twitter, YouTube, or wiki will also expect to become an integral component of TBL (e.g. Clark & Mayer, 2008). As a result, examining what previous TBL research has accomplished and emphasized may help researchers to identify the research trends or design criteria. For example, Waight, Willging, and Wentling (2004) clarified e-learning reports published by government, business, and associations to understand the impacts and the focus of e-learning in the United States from 1999 to 2003 and the identified trends were: lifelong learning, improvements in technology, demand for high level skill workers, pervasiveness of computers, globalization, new ways of learning from new technologies, and improvement of the learning quality via the technology. A similar study conducted by Shih, et al., (2008) was to investigate the research trends of cognitive studies in e-learning from 2001 to 2005. Five journals were selected for analysis (i.e. the Journal of Computers and Education, the British Journal of Educational Technology, Innovations in Education and Teaching International, Educational Technology Research & Development, and the Journal of Computer Assisted Learning.) that the first three ranked research topics were “Instructional Approaches,” “Learning Environment,” and “Metacognition”; the studies in “Instructional Approaches,” “Information Processing,” and “Motivation” received the highest citation counts, and the research data tended to be gathered from learners’ electronic log files or online-messages. Furthermore, with a focus on a topic of interaction, Karatas (2008) examined three research journals (American Journal of Distance Education, Quarterly Review of Distance Education, & Distance Education) from 2003 to 2005 and concluded that (1) publications related to interaction were most frequently conducted in the years 2003 and 2004, (2) most of these articles were published in the journals of American Journal of Distance Education and Quarterly Review of Distance Education, (3) Articles in “Evaluation” of distance education was the most used topic. Like Karatas’s study, Zawacki, Bäcker, and Vogt (2009) selected 695 articles from five research journals (i.e. Open Learning, Distance Education, the American Journal of Distance Education, the Journal of Distance Education, the International Review of Research in Open and Distance Learning) to find the research trends in distance education from 2000 to 2008 based on the articles’ research areas, methods, and authorship patterns. The results revealed that research in distance education was dominated by studies that focus on interaction and communication patterns in computer-mediated communication, instructional design issues, learner characteristics, and educational technology. Taken together, all of these studies utilized systematic content analysis methods and provided some insights into the research trends of TBL. This study, however, extends the previous studies’ frameworks to analyze the TBL research trends according to three categories, namely the major research topics, the research sample groups, and the learning 355
domains. Five research questions were raised in accordance with the aforementioned literatures and the panel discussions of four experts in educational technology. Besides, the current study selected major TBL journals and conducted a longitudinal analysis for a ten-year-period to present an all-inclusive overview. As it is difficult to include all of the relevant journals for analysis, four experts in educational technology were consulted to select the five major journals in this study. The selected journals were also similar to Shih, et al.’s study (2008) and the selected period which contains ten-year analysis should represent as a complete TBL research review for a decade. Moreover, the current research further analyzes the trend by examining the associations among the three identified categories and compares their changes between the first and the last five years. For instance, this study explores how the research topic may be related to the adoption of the research sample. Such a trend issue has not been carefully addressed by previous review papers. Overall, the current study contributes a more complete and comprehensive report of the TBL research trends compared to the previous studies. Methods This study examines papers relevant to TBL in the SSCI database from 2000 to 2009. The five selected journals were: the British Journal of Educational Technology (BJET), Computers and Education (C&E), Educational Technology Research & Development (ETR&D), Educational Technology & Society (ET&S), and the Journal of Computer Assisted Learning (JCAL). These journals are widely accessed and recognized as high impact factors as released by the Institute for Scientific Information (ISI) Journal Citation Reports. There were a total of 3,655 document items from 2000 to 2009 published by these five journals. Only papers that were identified as being of the type “articles” in the SSCI were analyzed. Publications such as “book reviews,” “letters,” and “editorial materials” were all excluded from this study. A further comprehensive review was then carried out. Finally, a total of 2,976 articles were selected for the analysis. In other words, this review only excluded publications which were not categorized as research “articles.” It included all of the remaining papers published in these journals without utilizing other filtering criteria. Hence, it is expected that this review can provide a more thorough view of TBL research. Research topics One of the major purposes of this study was to categorize research topics in TBL research to help identify the research trends from 2000-2009. After conducting several rounds of expert panel discussions, some important conferences and handbooks were selected for developing a framework of analyzing the research topics. The included conferences and handbooks were the 5 th International Conference on e-Learning (ICEL 2010), the eLearning Forum 2010, the 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010), the Technology Enhanced Learning Conference 2009 (TELearn 2009), the 2010 International Conference on e-Education, e- Business, e-Management and e-Learning (IC4E 2010), the ICCE Conference on Technology, Pedagogy and Education (ICCE 2009), and the 5 th International Conference on Open and Distance Learning (ICODL 2009), as well as Handbook: A Comprehensive Guide to Online Learning (Carliner & Shank, 2008), and the SAGE Handbook of Elearning Research (Andrews & Haythornthwaite, 2007). By integrating the conference themes and handbook chapters, the experts then formed a framework and concluded thirteen sub-categories for the research topics, as presented in Table 1. Table 1. The TBL research topic sub-categories and sample topics Research Topic Sub-category Sample Topics 1. Development of Learning Systems, (1) Online Learning System Development Platforms and Architectures (2) Online Learning Material Development (3) Learning Management System and Learning Content Management System Development (4) Intelligent Tutoring System Development (5) Digital Content Creation 2. Evaluation of Learning Systems, (1) International Alliance for Open Source, Open Standards, Platforms and Architectures and Federated Repositories (2) Evaluation of Learning Technology Systems 356
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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