An analysis of the Australasian Journal of Educational Technology 2013-2017

Keywords: Higher Education, Educational Technology, Journal Metrics, Content Analysis, Text-mining, Research Trends

Abstract

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.

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Author Biography

Melissa Bond, Carl von Ossietsky Universität Oldenburg

Research Associate and PhD Candidate

Center for Open Education Research (COER)

Published
2018-09-16
How to Cite
Bond, M., & Buntins, K. (2018). An analysis of the Australasian Journal of Educational Technology 2013-2017. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.4359
Section
Articles