Faculty of Education - Research Publications

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Author: Corrin, Linda × End date: 2022 × Start date: 2020 ×

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    Authorship practices in educational technology research
    Thompson, K ; Corrin, L ; Lodge, JM ; Hwang, G-J (Australasian Society for Computers in Learning in Tertiary Education, 2022-04-14)
    Authoring documents and academic articles is a key means by which researchers share new knowledge and is closely tied to academic progression, prestige for individuals and institutions, and continued funding of research. In this editorial we continue our discussion around ensuring quality research and publication practices, with a focus on authorship. There are concerning trends emerging around practices in relation to authorship across the publishing landscape. In the field of educational technology research, projects can involve teams of people in a variety of roles. This can result in a particular risk, that important contributions of learning designers and technologists are overlooked, despite their involvement in the creation of the tools tested, or the infrastructure with which we collect data. In this editorial we will consider the importance of authorship, explore the common issues related to how authorship is determined and represented, and relate the debate currently in play across different disciplines around authorship to our context of educational technology research. We will conclude by introducing our revised guidelines for authorship at AJET.
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    The role of change in AJET in 2021: reflections, bibliometrics, and future plans
    Corrin, L ; Hwang, G-J ; Lodge, JM ; Thompson, K (Australasian Society for Computers in Learning in Tertiary Education, 2021-12-20)
    The end of 2021 marks the first anniversary of the new AJET Lead Editor Team. In this editorial we explore the role of change in the past two years of educational technology in tertiary education, and what this has meant for AJET. We also present the bibliometrics for the year, a summary of what was published in AJET in 2021, and what we have learnt as the new lead editor team. We conclude with a look at what is next for AJET as we move into 2022 and a thank you to all the important people who make AJET a success.
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    AJET in 2021: Change, bibliometrics and future directions
    Thompson, K ; Corrin, L ; Hwang, G-J ; Lodge, JM (AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2021)
    This is the first issue of AJET for 2021 and the first for the new Lead Editors. We introduce ourselves and celebrate the contributions of the outgoing team. In this editorial, we then present the AJET bibliometric data updated for 2020 and describe the changes to the team of Associate Editors that support the work of this journal. Finally we outline the articles that are included in this issue and present our plans for 2021 and into the future.
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    Open Science and Educational Technology Research
    Lodge, JM ; Corrin, L ; Hwang, G-J ; Thompson, K (AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2021)
    Over the last decade a spate of issues has been emerging in empirical research spanning diverse fields such as biology, medicine, economics, and psychological science. The crisis has already led to fundamental shifts in how research is being conducted in several fields, particularly psychological science. Broadly labelled the ‘replication crisis’, these issues place substantial doubt on the robustness of peer-reviewed quantitative research across many disciplines. In this editorial, we will delve into the replication crisis and what it means for educational technology research. We will address two key areas, describing the extent to which the replication crisis applies to educational technology research and suggestions for responses by our community.
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    Trends in education technology in higher education
    Thompson, K ; Corrin, L ; Hwang, G-J ; Lodge, JM (AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2021)
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    Shifting to digital: a policy perspective on 'Student perceptions of privacy principles for learning analytics' (Ifenthaler & Schumacher 2016)
    Corrin, L (SPRINGER, 2021-02)
    This article considers Ifenthaler and Schumacher's (in Educ Technol Res Dev 64(5):923-938, 2016) paper entitled "Student perceptions of privacy principles for learning analytics" from a policy perspective. The increasing shift to digital occurring across the education landscape has resulted in greater access to data that can be used to enhance the student learning experience. However, it is essential that appropriate policy be in place to ensure the ethical use of such data, and equally important that the student voice be included in the development of such policy. Ifenthaler and Schumacher's study investigates students' preferences for the types of learning analytics systems they would like to be able to access and willingness to share their data for use in these systems. They find that students would like access to learning analytics systems that provide a broad range of information that can promote metacognitive awareness and provide personalised feedback, but are not entirely comfortable with sharing the full range of data necessary to inform such systems. These findings are important in acknowledging the difficulties in building a shared understanding and vocabulary when speaking to students about the possibilities and ethical implications of learning analytics. Consequently, further consideration is needed to build students' understanding of the purposes and benefits of sharing data as well as awareness of the range of policies that inform a consultative process around systems implementation to ensure transparency and accountability so that learning analytics can play an effective, but safe, role in our increasingly digital education environments.