Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/568
Title: Using Phenomenography in Educational Technology Research From 2003 to 2017: A Systematic Review and Content Analysis
Authors: Wan, Sally Wai Yan
Wan, Sancia Wai-San
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Wan, S. W. & Wan, S. W. (2018). Using Phenomenography in Educational Technology Research From 2003 to 2017: A Systematic Review and Content Analysis. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Educational technology has been tremendously growing and there are many potentials for investigations. Phenomenography is known as a useful strategy to investigate variations in conceptual understandings of different phenomena. The paper aims to: (1) examine the research papers in educational technology studies over the past 15 years (2003-2017), and (2) evaluate the feasibility of phenomenography in the field of educational technology studies. A systematic review is done to the educational technology research papers that involve the use of phenomenography. A systematic literature search in the 14 SSCI journal websites produced 35 articles. Although there were only few papers which used phenomenography as research approach in educational technology studies, there was a gradual rise in the number of studies using phenomenography across years, with more focus on studying students’ learning experiences, especially in the higher education sector. Implications about the use of phenomenography in educational technology field will be discussed.
URI: https://doi.dx.org/10.22318/cscl2018.1097
https://repository.isls.org//handle/1/568
Appears in Collections:ICLS 2018

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