Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1160
Title: Where Are We Now? Research Trends in the Learning Sciences
Authors: Koh, Elizabeth
Cho, Young Hoan
Caleon, Imelda
Wei, Yu
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Koh, E., Cho, Y. H., Caleon, I., & Wei, Y. (2014). Where Are We Now? Research Trends in the Learning Sciences. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 535-542.
Abstract: Towards gaining a better understanding of the field of the Learning Sciences, this research investigates the research trends over 10 years. It also compares the Learning Sciences with the closely related academic fields of Educational Technology and Educational Psychology. A content analysis is performed on 5187 journal articles drawing from 12 top journals from 2003 to 2012. This content analysis was semi-automated and guided by an initial theoretical frame. The results reveal that research trends in the Learning Sciences have remained largely consistent except in the area of individual differences and affect, which has increased over the years. Key strengths of Learning Sciences include research on small group learning, inquiry, problem solving, argumentation, and mixed-methods. As the LS reflects on its state of practice, it should recognize that the field has achieved many research distinctives, yet, there are several opportunities for further research growth.
URI: https://doi.dx.org/10.22318/icls2014.535
https://repository.isls.org//handle/1/1160
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
535-542.pdf320.12 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.