LIFE evaluation report: baseline bibliometric analysis

Issued as final reportArizona State Universit

A Bibliometric Study of Instructional Design Journal Articles, 2001-2020

The purpose of this study was to examine instructional design (ID) articles in a broad range of scholarly journals published from 2001 through 2020 to determine the field’s state of publication. By using three bibliometric methods, content analysis, citation analysis, and network analysis, the publication patterns and content of the articles were examined. Specific purposes were to determine the most prolific and highly cited scholars, countries, and journals; to determine trends evident in the bibliometric data; and to compare the differences in coverage and accuracy of the citation indices Web of Science, Scopus, and Google Scholar within the parameters of the study. Bibliometric data for the study were collected by searching each of the three citation indices for articles with the keywords “instructional design” from 160 journals selected for the study based on prior compilations of significant publications in the field of ID. These articles were limited to publications dates 2001-2020 and English language. The searches retrieved 853 articles from the Web of Science, 973 from Scopus, and 8069 from Google Scholar. Bibliometric analyses were applied to the retrieved articles. Results of the analyses identified the most prolific authors as J. J. G. van Merriënboer, F. Paas, and P. A. Kirschner. D. M. Merrill, M. D. Dickey, and T. A. Brush were the most cited xiii authors. Authors in 61 countries published articles matching the study’s parameters. The United States was the most active country in publishing ID articles, followed by the Netherlands, Taiwan, Germany, and Australia. Topics in ID articles changed during the timeframe of the study. In 2001, frequent topics related to the mechanics of instructional design, but in 2020, technology and instructional delivery platforms had become the most frequent topics, perhaps due to the COVID pandemic and the resulting transition from classroom instruction to e-learning and remote instruction. Journals with the highest number of ID articles were Computers in Human Behavior, Instructional Science, Educational Technology & Society, and TechTrends. Educational Technology Research & Development and Computer & Education were also the most highly cited ID journals during this 20-year period. Citation analyses revealed that ID authors tend to repeatedly cite the same authors. Additionally, co-citation and bibliographic coupling are common among ID articles. Numerous instances of co-authorship are evident as well. Scopus and Web of Science were noted to be similar in coverage and accuracy. Google Scholar retrieved many more articles but included more irrelevant items, thus requiring time-consuming efforts from the researcher to identify pertinent items. Google Scholar also contained more errors in names and punctuation. It appears to be best suited for a broad search for information on a topic, while Scopus and Web of Science are more suitable for scholarly research. This study offers insight into the productivity, trends, and emphases of specific ID journals as well as of the ID field in general. The research supports scholarly communications by identifying collaboration patterns and opportunities for researchers and their institutions

The metric tide: report of the independent review of the role of metrics in research assessment and management

This report presents the findings and recommendations of the Independent Review of the Role of Metrics in Research Assessment and Management. The review was chaired by Professor James Wilsdon, supported by an independent and multidisciplinary group of experts in scientometrics, research funding, research policy, publishing, university management and administration. This review has gone beyond earlier studies to take a deeper look at potential uses and limitations of research metrics and indicators. It has explored the use of metrics across different disciplines, and assessed their potential contribution to the development of research excellence and impact. It has analysed their role in processes of research assessment, including the next cycle of the Research Excellence Framework (REF). It has considered the changing ways in which universities are using quantitative indicators in their management systems, and the growing power of league tables and rankings. And it has considered the negative or unintended effects of metrics on various aspects of research culture. The report starts by tracing the history of metrics in research management and assessment, in the UK and internationally. It looks at the applicability of metrics within different research cultures, compares the peer review system with metric-based alternatives, and considers what balance might be struck between the two. It charts the development of research management systems within institutions, and examines the effects of the growing use of quantitative indicators on different aspects of research culture, including performance management, equality, diversity, interdisciplinarity, and the ‘gaming’ of assessment systems. The review looks at how different funders are using quantitative indicators, and considers their potential role in research and innovation policy. Finally, it examines the role that metrics played in REF2014, and outlines scenarios for their contribution to future exercises

Indonesian Journal of Applied Linguistics: A Bibliometric Portrait of Ten Publication Years

Bibliometric portraits of a single journal appear to be rarely taken in the field of applied linguistics. Viewed from the angles of publication, citation, and indexation, one of the journals worth a bibliometric portrait is the Indonesian Journal of Applied Linguistics. Casting local and regional concerns on the global applied linguistics, the journal has ranked among the big five Open Access Journals in the Asiatic region since its foundation in 2011. Capturing a corpus of 426 documents by 824 authors from 144 organizations through two free bibliometric tools, i.e. Publish or Perish and VOSviewer, this study portrays the journal from 2011 to 2020 through the lens of Microsoft Academic, one of the largest yet free academic search engines and bibliographic databases. The portrait exhibits the journal’s scientific productivity and quality, including the most prolific authors and their affiliations. It also depicts the co-authorship, keyword co-occurrence, self-citation, and bibliographic coupling. How some aspects such as the relative dominance of authors from the university publishing house has evolved before and after the Scopus indexation provide a more vivid portrait of the journal. It could provide not only retrospective but also prospective insights into the ongoing contribution of the journal to the big enterprise of applied linguistics

Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

This study has been funded by the I+D+i project: Active methodologies for learning through technological resources for the development of society; code: CNT 4315.Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal & Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal has had throughout its existence in Web of Science. A bibliometric methodology was used, supported by a scientific mapping from a unit of analysis of 798 documents. For this reason, a co-word analysis can be a fundamental tool for understanding the characteristics of their production and their impact on the scientific community. There is an evident progressive evolution of the studies published in the Australasian Journal of Educational Technology, with a first phase focused on the design and implementation of educational technology in learning environments, a second phase focused on the enrichment of technology and its acceptance within the processes of teaching and learning, and finally a stage focused on student and teacher perceptions of the implementation of technology in the educational context.I+D+i project: Active methodologies for learning through technological resources for the development of society CNT 431