Authorship practices in educational technology research

Authors

DOI:

https://doi.org/10.14742/ajet.7980

Keywords:

authorship, collaboration, ethics

Abstract

Authoring documents and academic articles is a key means by which researchers share new knowledge and is closely tied to academic progression, prestige for individuals and institutions, and continued funding of research. In this editorial we continue our discussion around ensuring quality research and publication practices, with a focus on authorship. There are concerning trends emerging around practices in relation to authorship across the publishing landscape. In the field of educational technology research, projects can involve teams of people in a variety of roles. This can result in a particular risk, that important contributions of learning designers and technologists are overlooked, despite their involvement in the creation of the tools tested, or the infrastructure with which we collect data. In this editorial we will consider the importance of authorship, explore the common issues related to how authorship is determined and represented, and relate the debate currently in play across different disciplines around authorship to our context of educational technology research. We will conclude by introducing our revised guidelines for authorship at AJET.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Downloads

Published

2022-04-14

How to Cite

Thompson, K., Corrin, L., Lodge, J. M., & Hwang, G.-J. (2022). Authorship practices in educational technology research. Australasian Journal of Educational Technology, 38(1). https://doi.org/10.14742/ajet.7980

Issue

Section

Editorial

Most read articles by the same author(s)

<< < 1 2