Σκοπός της πτυχιακής εργασίας ήταν η διερεύνηση των ερευνητικών τάσεων στα Τμήματα Βιβλιοθηκονομίας και Πληροφόρησης των Ελληνικών Ανώτατων Ιδρυμάτων μέσα από τις πτυχιακές εργασίες των φοιτητών της με απώτερο στόχο την κατάδειξη των... more
Σκοπός της πτυχιακής εργασίας ήταν η διερεύνηση των ερευνητικών τάσεων στα Τμήματα Βιβλιοθηκονομίας και Πληροφόρησης των Ελληνικών Ανώτατων Ιδρυμάτων μέσα από τις πτυχιακές εργασίες των φοιτητών της με απώτερο στόχο την κατάδειξη των ερευνητικών ενδιαφερόντων που κυοφορούνται στα τμήματα Πληροφόρησης υπό την επίδραση της σύγχρονης τεχνολογίας. Ως υλικό για την καταγραφή των τάσεων χρησιμοποιήθηκαν οι πτυχιακές εργασίες που εκπονήθηκαν στα τρία τμήματα τριτοβάθμιας εκπαίδευσης του συγκεκριμένου επιστημονικού πεδίου, δηλαδή: της Αθήνας, της Θεσσαλονίκης και του Ιονίου Πανεπιστημίου στη διάρκεια της πενταετίας 2012 -2016. Οι πτυχιακές εργασίες σχετίζονται με τα επιστημονικά ενδιαφέροντα φοιτητών και καθηγητών που συμπεριλαμβάνονται στο πρόγραμμα σπουδών. Βέβαια δεν θεωρούνται προϊόντα εξειδικευμένης και πρωτότυπης έρευνας, πάραυτα αποτελούν ισχυρή ένδειξη των ερευνητικών ενδιαφερόντων που κυοφορούνται στα τμήματα Πληροφόρησης της χώρας μας. Το θέμα εξετάστηκε μέσα από λεπτομερή έρευνα πεδίου. Τα στοιχεία που αφορούν καθένα από τα τρία τμήματα, συσχετίστηκαν και ανεδείχθησαν τα κοινά σημεία και οι ιδιαιτερότητες καθενός εξ’ αυτών σε ότι αφορά τα γνωστικά αντικείμενα που δίνουν μια πρώτη ένδειξη ερευνητικών ενδιαφερόντων. Τα αποτελέσματα των ευρημάτων ομαδοποιήθηκαν ανά θέμα, συγκρίθηκαν, απεικονίστηκαν (στατιστικά με τη χρήση πινάκων Εxcel) και τέλος εξήχθησαν συμπεράσματα επί των οποίων προτάθηκαν απόψεις-λύσεις βελτιστοποίησης και ανασυγκρότησης ενός σύγχρονου και αποδοτικού Προγράμματος Σπουδών. Ο εκσυγχρονισμός του υφιστάμενου Προγράμματος Σπουδών και η εναρμόνιση του με αντίστοιχα προγράμματα των κρατών μελών της Ευρωπαϊκής Ένωσης, έφερε στο προσκήνιο την αναγκαιότητα καθορισμού μιας ενιαίας ευρωπαϊκής εκπαιδευτικής πολιτικής η οποία θα διασφαλίζει την ποιότητα και την συνέχεια τους. Αυτήν ακριβώς την έλλειψη κατέδειξε Πανευρωπαϊκή Έρευνα αναφέροντας το υφιστάμενο Πρόγραμμα Σπουδών είτε ως αυτόνομο είτε ως μέρος (ενός ή δύο διδακτέων εξαμήνων) ενός ετερογενούς εκπαιδευτικού προγράμματος, τονίζοντας την αναγκαιότητα σαφή προσδιορισμού αντικειμένου (συγκεκριμένου κοινού-στόχου και διαφοροποίηση) μεταξύ προπτυχιακών και μεταπτυχιακών προγραμμάτων αλλά και θέτοντας προς «συζήτηση» την εκπαιδευτική πολιτική υλοποίηση του προγράμματος σπουδών σε προπτυχιακό ή σε μεταπτυχιακό επίπεδο. Ειδικότερα σε Προπτυχιακό επίπεδο καταγράφεται η τάση εκμάθησης μαθημάτων τεχνολογίας, γλωσσών και πρακτικής εκπαίδευσης ενώ σε Μεταπτυχιακό επίπεδο η ψηφιακή επιμέλεια, οι υπηρεσίες πληροφόρησης και η ανάλυση δεδομένων με σκοπό την προσαρμογή και επαγγελματική αποκατάσταση των Επαγγελματιών Πληροφόρησης στις νέες προκλήσεις της αγοράς εργασίας.
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... more
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.
Malaysian Educational Technology Association has been organizing Malaysian Educational Technology Convention since 1991. This annual convention has attracted many local researchers, educators, and practitioners to share their research... more
Malaysian Educational Technology Association has been organizing Malaysian Educational Technology Convention since 1991. This annual convention has attracted many local researchers, educators, and practitioners to share their research findings and practices in the field of instructional technology. In order to draw international participants, META has spread its wing by organizing the International Malaysian Educational Technology Convention since 2007. The proceedings published for these conventions encompass a wide range of areas and cover all levels of Malaysian education system. Due to the substantial number of articles published in these proceedings, there is a need to look into the trends of instructional technology research in Malaysian secondary schools. A content analysis was conducted on the 2007 & 2008 International Malaysian Educational Technology Convention Proceedings and the 2005 & 2006 Malaysian Educational Technology Convention Proceedings. Based on this analysis, a total of 131 articles were identified and selected for further discussion related to research in instructional technology in Malaysian secondary schools. The research patterns were observed and categorized into 18 clusters of concepts. The authors hope that this analysis will present the track of research that the country is heading to and provide guidelines to researchers and educators in taking the further steps to improve the application of instructional technology in our secondary schools.
Getting published in an academic journal is no easy feat, especially for doctoral students and English as a second language speakers, seeking to publish in English. Considering the relatively low acceptance rate for educational technology... more
Getting published in an academic journal is no easy feat, especially for doctoral students and English as a second language speakers, seeking to publish in English. Considering the relatively low acceptance rate for educational technology journals, this article seeks to provide guidance by following the framework of rigour, impact, and prestige (West & Rich, 2012) to evaluate the Australasian Journal of Educational Technology (AJET), as well as applying computer-assisted content analysis techniques in new and unique ways, in order to understand how AJET is furthering scholarship in the field. Findings reveal a strong focus on Asia-Pacific scholarship, with little representation from other continents. However, the editors are seeking to improve this, by providing regular advice in editorials for conducting rigorous research and hints on how to get published. Future research trends are identified, including teacher development, learning environments and cognition, and the role of feedback in student learning. In addition, recommendations to editors and doctoral students are provided.
This study examined subject and research method trends in educational technology field from 2002 to 2014. Content analysis was applied in order to analyze 1255 articles published in BJET and ETR&D journals using the Educational Technology... more
This study examined subject and research method trends in educational technology field from 2002 to 2014. Content analysis was applied in order to analyze 1255 articles published in BJET and ETR&D journals using the Educational Technology Papers Classification Form. According to the results, learning approaches/theories and learning environments were the subject most preferred by researchers. The most commonly used research methods were quantitative, qualitative, other (review or meta-analysis), and mixed method, in that order. Researchers tended to use questionnaires, documents, and interviews as data collection tools. The most commonly preferred sample type was the purposive sample, and undergraduate students were the most commonly chosen sample group, with the most common sample size being groups of 31–100. Frequencies, percentages, and
Since its founding in the 1960s, the Information Systems (IS) field has been involved in critical debates about the nature and future of the discipline. Many researchers feel that diversity in IS research is our strength; others fear that... more
Since its founding in the 1960s, the Information Systems (IS) field has been involved in critical debates about the nature and future of the discipline. Many researchers feel that diversity in IS research is our strength; others fear that too much diversity leads to losing the field’s core identity. Do the scholarly contributions of the IS community reveal either of these two phenomena? In order to address this question, we examine articles published in leading IS journals (MISQ, ISR, and JMIS) during the period of 2000 to 2006. Our analysis includes classifying the articles using a classification scheme that includes the consideration of IT artifact, the research methods used, and the research topics covered. We provide descriptive statistics following a content analysis procedure and results based on cluster analysis and association rule mining. Our results provide an update on previous findings on IT artifact and its consideration in IS publications. Our results further suggest that while our leading journals cover a broad range of research topics and methods, there is also evidence of popularity on some topics and research methods.
The purpose of this study was to determine trends in the subject areas, methods, data collection tools, data analysis methods, and sample types used in recent studies on Turkish education, published in journals from 2000-2011. A total of... more
The purpose of this study was to determine trends in the subject areas, methods, data collection tools, data analysis methods, and sample types used in recent studies on Turkish education, published in journals from 2000-2011. A total of 558 articles from 44 journals were selected from databases by the purposive sampling method and examined using the “Turkish Education Publication Classification Form” (TEPCF). The method used in the study was content analysis. The data was analysed using the SPSS 16.0 program. The findings were that “survey” studies were the most common with regard to method, “quantitative research” methods were most commonly used, data were mostly gathered by “document and questionnaire,” and “descriptive analysis” was the most commonly used data analysis method. Also, “Elementary school” students were the most commonly used sample group, the sizes of samples most commonly ranged between 31-100 participants, and “convenience sampling” was the most common sampling technique. Regarding Turkish education research areas, studies with titles referring to “mixed skills areas” which covered more than one skill and studies on “reading education” formed the majority.
