An analysis of Asia–Pacific educational technology research published internationally in 2000–2013

• Published in: Asia Pacific education review 2014, 15(3), , pp.355-365
• Main Authors: Jung, Insung, Yoo, Mina
• Format: Article
• Language: English
• Subjects: Asia Pacific Region; Content Analysis; Education; Educational Change; Educational Research; Educational Resources; Educational Technology; Educational Trends; Foreign Countries; Higher Education; Informal Education; Instructional Design; Learning Processes; Learning Strategies; Learning Theories; Outcomes of Education; Scholarly publishing; Teaching Methods; Technology Integration; 교육학
• ISSN: 1598-1037; 1876-407X
• DOI: 10.1007/s12564-014-9323-z

The past fourteen years have seen a significant rise in the percentage of Asia–Pacific papers on educational technology (ET) published internationally: from 13.7 % in 2000 to 38.4 % in 2013. This study seeks to identify the overall trends and gaps in this research. Of the 4,332 articles published in five selected international journals between 2000 and 2013, 1,137 (26.2 %) from the Asia–Pacific region [the Asia–Pacific (AP) region includes countries specified by UNESCO and Western Asia (Middle East) countries defined by United Nations] were selected for analysis. It was found that the majority of these came from Taiwan, Korea, Australia, Singapore and China, revealing a need for more studies from such countries as Japan and Indonesia, West and Central Asia and the Pacific Islands. The papers most commonly addressed issues at the micro-level in formal education, particularly higher education, focusing on the introduction of digital technology into on- or off-campus settings. There were few macro-level studies into such areas as policy making, quality assurance or evidence of educational outcomes and impact. It is suggested that researchers should undertake more such comprehensive studies into ET integration, not only in formal education but non-formal, informal, incidental and implicit learning.