So over the Memorial Day weekend, I participated in the following Twitter conversation.
It got me thinking, my colleague Rick West has been working on a project with several colleagues on “Rigor, Impact and Prestige: A Proposed Framework for Evaluating Scholarly Publications” and, at least I believe, as a part of this framework he has been examining various educational technology journals using this framework (see the “Journal Analysis Series” at https://byu.academia.edu/RichardWest ).
As I was looking through the articles that Rick and his colleagues have published to date, I was struck by how many K-12 online learning articles and scholars were featured as having significant impact on the field of educational technology. For example, if you look at the analysis of “International Review of Research in Open and Distance Learning, 2002-2011“:
- the most cited article from 2009 was “Cavanaugh, C., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of literature. International Review of Research in Open and Distance Learning, 10(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/607“
In the analysis of “Distance Education, 2000-2010“:
- in the categorization of article content, “Compton, L., Davis, N., & Correia, A. P. (2010). Pre‐service teachers’ preconceptions, misconceptions, and concerns about virtual schooling.Distance Education, 31(1), 37-54.” was listed as an example of “Faculty and training in distance education”
In the analysis of “British Journal of Educational Technology, 2001-2010“:
- the most cited article from 2004 was “Murphy, E. (2004). Recognising and promoting collaboration in an online asynchronous discussion. British Journal of Educational Technology, 35(4), 421-431.” While this article isn’t K-12 online learning focused, Elizabeth Murphy has conducted a great deal of research in our field.
In the analysis of “The American Journal of Distance Education, 2001-2010“:
- in the listing of scholars with multiple articles, Margaret Roblyer was one of 13 scholars mentioned
- the most cited article in 2009 was “Black, E. W., Ferdig, R. E., & DiPietro, M. (2008). An overview of evaluative instrumentation for virtual high schools. The American Journal of Distance Education, 22(1), 24-45.“
In the analysis of “Journal of Research on Technology in Education, 2001-2010“:
- in the listing of scholars with multiple articles, both Margaret Roblyer and Lynne Schrum were of 14 scholars mentioned (both were earlier scholars in K-12 online learning).
Finally, in the analysis of “Journal of Distance Education, 2003-2012“:
- in the listing of scholars with multiple articles, Michael Barbour (i.e., me) was one of six scholars mentioned
- the most cited article in 2007 was “Barbour, M. K. (2007). Principles of effective web-based content for secondary school students: Teacher and developer perceptions. Journal of Distance Education, 21(3), 93-114.“
I was a little surprised that there wasn’t any K-12 online learning references in “Journal of Technology and Teacher Education, 2001-2010” or “Computers and Education, 2002-2011” – both of which have either published numerous articles or high profile articles related to K-12 online learning. Note that these journals have also published articles related to K-12 online learning: “Australasian Journal of Educational Technology, 2003-2012“; “Contemporary Issues in Technology and Teacher Education, 2001-2010“; and “The Internet and Higher Education, 2001-2010“.
Anyway, consider how few scholars have been active in the field of K-12 online learning over the years, I think that this is a significant impact that we’ve had on the field of educational technology overall.