Comparing the goals and methodologies of learning scientists and educational technology researchers

Thomas C. Reeves; Eunjung Oh

doi:10.4324/9781315684444-4

Comparing the goals and methodologies of learning scientists and educational technology researchers

Thomas C. Reeves, Eunjung Oh

Education Policy, Organization and Leadership

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter is intended to bridge a troublesome gap between those who identify themselves as learning scientists and those who identify as educational technology researchers. It describes the interesting strategies for bridging the generally weak collaboration between scholars and practitioners in these two educational research communities. The chapter presents a comparison of the research papers published in two reputable journals: one, the Journal of the Learning Sciences (JLS), strongly associated with the learning sciences field, and the other, Educational Technology Research and Development (ETRD), strongly identified with the field of educational technology. It discusses the goals and methodologies of the research studies published in JLS and ETRD are compared over a six-year period from 2009-2014. Better understanding of the differences and similarities between these two journals may provide insights into why there is insufficient cross-fertilization between learning scientists and educational technology researchers and enable this lamentable situation to be improved.

Original language	English (US)
Title of host publication	The Sciences of Learning and Instructional Design
Subtitle of host publication	Constructive Articulation Between Communities
Editors	Lin Lin, J Michael Spector
Publisher	Taylor and Francis
Pages	51-63
Number of pages	13
ISBN (Electronic)	9781315684444
ISBN (Print)	9781138924314
DOIs	https://doi.org/10.4324/9781315684444-4
State	Published - Jun 27 2017

ASJC Scopus subject areas

Social Sciences(all)

Access to Document

10.4324/9781315684444-4

Fingerprint Dive into the research topics of 'Comparing the goals and methodologies of learning scientists and educational technology researchers'. Together they form a unique fingerprint.

Cite this

Reeves, T. C., & Oh, E. (2017). Comparing the goals and methodologies of learning scientists and educational technology researchers. In L. Lin, & J. M. Spector (Eds.), The Sciences of Learning and Instructional Design: Constructive Articulation Between Communities (pp. 51-63). Taylor and Francis. https://doi.org/10.4324/9781315684444-4

Comparing the goals and methodologies of learning scientists and educational technology researchers. / Reeves, Thomas C.; Oh, Eunjung.

The Sciences of Learning and Instructional Design: Constructive Articulation Between Communities. ed. / Lin Lin; J Michael Spector. Taylor and Francis, 2017. p. 51-63.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

@inbook{a7a3763e634e40b38dcb0f0eecbbd454,

title = "Comparing the goals and methodologies of learning scientists and educational technology researchers",

abstract = "This chapter is intended to bridge a troublesome gap between those who identify themselves as learning scientists and those who identify as educational technology researchers. It describes the interesting strategies for bridging the generally weak collaboration between scholars and practitioners in these two educational research communities. The chapter presents a comparison of the research papers published in two reputable journals: one, the Journal of the Learning Sciences (JLS), strongly associated with the learning sciences field, and the other, Educational Technology Research and Development (ETRD), strongly identified with the field of educational technology. It discusses the goals and methodologies of the research studies published in JLS and ETRD are compared over a six-year period from 2009-2014. Better understanding of the differences and similarities between these two journals may provide insights into why there is insufficient cross-fertilization between learning scientists and educational technology researchers and enable this lamentable situation to be improved.",

author = "Reeves, {Thomas C.} and Eunjung Oh",

year = "2017",

month = jun,

day = "27",

doi = "10.4324/9781315684444-4",

language = "English (US)",

isbn = "9781138924314",

pages = "51--63",

editor = "Lin Lin and Spector, {J Michael}",

booktitle = "The Sciences of Learning and Instructional Design",

publisher = "Taylor and Francis",

}

TY - CHAP

T1 - Comparing the goals and methodologies of learning scientists and educational technology researchers

AU - Reeves, Thomas C.

AU - Oh, Eunjung

PY - 2017/6/27

Y1 - 2017/6/27

N2 - This chapter is intended to bridge a troublesome gap between those who identify themselves as learning scientists and those who identify as educational technology researchers. It describes the interesting strategies for bridging the generally weak collaboration between scholars and practitioners in these two educational research communities. The chapter presents a comparison of the research papers published in two reputable journals: one, the Journal of the Learning Sciences (JLS), strongly associated with the learning sciences field, and the other, Educational Technology Research and Development (ETRD), strongly identified with the field of educational technology. It discusses the goals and methodologies of the research studies published in JLS and ETRD are compared over a six-year period from 2009-2014. Better understanding of the differences and similarities between these two journals may provide insights into why there is insufficient cross-fertilization between learning scientists and educational technology researchers and enable this lamentable situation to be improved.

AB - This chapter is intended to bridge a troublesome gap between those who identify themselves as learning scientists and those who identify as educational technology researchers. It describes the interesting strategies for bridging the generally weak collaboration between scholars and practitioners in these two educational research communities. The chapter presents a comparison of the research papers published in two reputable journals: one, the Journal of the Learning Sciences (JLS), strongly associated with the learning sciences field, and the other, Educational Technology Research and Development (ETRD), strongly identified with the field of educational technology. It discusses the goals and methodologies of the research studies published in JLS and ETRD are compared over a six-year period from 2009-2014. Better understanding of the differences and similarities between these two journals may provide insights into why there is insufficient cross-fertilization between learning scientists and educational technology researchers and enable this lamentable situation to be improved.

UR - http://www.scopus.com/inward/record.url?scp=85031810029&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85031810029&partnerID=8YFLogxK

U2 - 10.4324/9781315684444-4

DO - 10.4324/9781315684444-4

M3 - Chapter

AN - SCOPUS:85031810029

SN - 9781138924314

SP - 51

EP - 63

BT - The Sciences of Learning and Instructional Design

A2 - Lin, Lin

A2 - Spector, J Michael

PB - Taylor and Francis

ER -