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EJ950823 - Trends of E-Learning Research from 2000 to 2008: Use of Text Mining and Bibliometrics

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ERIC #:	EJ950823
Title:	Trends of E-Learning Research from 2000 to 2008: Use of Text Mining and Bibliometrics
Authors:	Hung, Jui-long
Descriptors:	Electronic Learning; Medical Education; Social Sciences; Journal Articles; Data Interpretation; Research; Bibliometrics; Data Analysis; Teaching Methods; Public Policy; Sciences; Data Processing; Pattern Recognition; Indexes; Databases; Citations (References)
Source:	British Journal of Educational Technology, v43 n1 p5-16 Jan 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Date:	2012-01-00
Pages:	12
Pub Types:	Information Analyses; Journal Articles; Reports - Evaluative
Abstract:	This study investigated the longitudinal trends of e-learning research using text mining techniques. Six hundred and eighty-nine (689) refereed journal articles and proceedings were retrieved from the Science Citation Index/Social Science Citation Index database in the period from 2000 to 2008. All e-learning publications were grouped into two domains with four groups/15 clusters based on abstract analysis. Three additional variables: subject areas, prolific countries and prolific journals were applied to data analysis and data interpretation. Conclusions include that e-learning research is at the early majority stage and foci have shifted from issues of the effectiveness of e-learning to teaching and learning practices. Educational studies and projects and e-learning application in medical education and training are growing fields with the highest potential for future research. Approaches to e-learning differ between leading countries and early adopter countries, and government policies play an important role in shaping the results.
Abstractor:	As Provided
Reference Count:	29

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Record Type:	Journal
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0007-1013
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1111/j.1467-8535.2010.01144.x

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