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Article: Where is the 'theory' within educational technology research.

TitleWhere is the 'theory' within educational technology research.
Authors
Issue Date2019
PublisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535
Citation
British Journal of Educational Technology, 2019, v. 50 n. 3, p. 956-971 How to Cite?
AbstractCritics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).
Persistent Identifierhttp://hdl.handle.net/10722/275806
ISSN
2019 Impact Factor: 2.951
2015 SCImago Journal Rankings: 1.613
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KFT-
dc.contributor.authorLan, M-
dc.contributor.authorTang, Y-
dc.contributor.authorJia, C-
dc.contributor.authorLo, CK-
dc.date.accessioned2019-09-10T02:50:04Z-
dc.date.available2019-09-10T02:50:04Z-
dc.date.issued2019-
dc.identifier.citationBritish Journal of Educational Technology, 2019, v. 50 n. 3, p. 956-971-
dc.identifier.issn0007-1013-
dc.identifier.urihttp://hdl.handle.net/10722/275806-
dc.description.abstractCritics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).-
dc.languageeng-
dc.publisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535-
dc.relation.ispartofBritish Journal of Educational Technology-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Postprint This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.titleWhere is the 'theory' within educational technology research.-
dc.typeArticle-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/bjet.12770-
dc.identifier.scopuseid_2-s2.0-85063037453-
dc.identifier.hkuros303830-
dc.identifier.volume50-
dc.identifier.issue3-
dc.identifier.spage956-
dc.identifier.epage971-
dc.identifier.isiWOS:000465340800002-
dc.publisher.placeUnited Kingdom-

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