Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals

Meilun Shih, Jui Feng, Chin-Chung Tsai

研究成果: 雜誌貢獻期刊論文同行評審

166 引文 斯高帕斯(Scopus)

摘要

This paper provided a content analysis of studies in the field of cognition in e-learning that were published in five Social Sciences Citation Index (SSCI) journals (i.e. Computers and Education, British Journal of Educational Technology, Innovations in Education and Teaching International, Educational Technology Research & Development, and Journal of Computer Assisted Learning) from 2001 to 2005. Among the 1027 articles published in these journals from 2001 to 2005, 444 articles were identified as being related to the topic of cognition in e-learning. These articles were cross analyzed by published years, journal, research topic, and citation count. Furthermore, 16 highly-cited articles across different topics were chosen for further analysis according to their research settings, participants, research design types, and research methods. It was found from the analysis of the 444 articles that “Instructional Approaches,” “Learning Environment,” and “Metacognition” were the three most popular research topics, but the analysis of the citation counts suggested that the studies related to “Instructional Approaches,” “Information Processing” and “Motivation” might have a greater impact on subsequent research. Although the use of questionnaires might still be the main method of gathering research data in e-learning cognitive studies, a clear trend was observed that more and more studies were utilizing learners’ log files or online messages as data sources for analysis. The results of the analysis provided insights for educators and researchers into research trends and patterns of cognition in e-learning.
原文英語
頁(從 - 到)955-967
頁數13
期刊Computers and Education
51
發行號2
DOIs
出版狀態已發佈 - 2008

Keywords

  • E-learning
  • Cognition
  • Research trend
  • Journal analysis

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