From the Editor's Desk
While academic journals do not tend to follow trends, technology continues to play an increasingly important role in education. 2013 thus far has been a busy and challenging year for educators. We’ve seen an amazing increase in the use of online and hybrid courses, of quick response (QR) codes and of MOOCS, all of this along with a lessening of the use of virtual and second life-type worlds.
The papers published in JEO serve as benchmarks of quality scholarly contributions to the fields of eLearning, blended, and mobile learning, and continue across academic disciplines, national and virtual borders. In this issue of JEO we look at six articles that address factors of importance to students, educators, and administrators. We have continued to receive an exceptional number of manuscript submissions this year which has resulted in the publishing of six papers in the July issue of JEO with an acceptance rate of 20%. We thank all of our authors and encourage our readers and contributors to continue to submit manuscripts for consideration in upcoming issues of JEO.
We would also like to welcome our new Associate Editor, Dr. Kathryn Ley who has been kind enough to step in to assist in the publication of the JEO July 2013 issue and who will be assuming the responsibilities of Associate Editor for JEO for the foreseeable future.
In this issue we continue to look at issues that challenge online educators. The first and fifth articles look at the effects of partial attention as a problematic use of technology and time requirements of teaching online on educators. The second and third articles examine the use of online technologies and methodologies: the second article as applied to a teacher preparation program in English as a Second Language; the third article’s review of online mathematics taught using constructivist theories versus traditional objectivist-based models. The fourth article looked at the challenges facing course designers that take content from subject matter experts and a traditional classroom environment to an online environment. The last (sixth) article could have particular interest to scholars who need to know the importance of where they are having their work published because it addresses the advancing fields of bibliometrics and informetrics with respect to Citation Analysis.
Continuous Partial Attention as a Problematic Technology Use: A Case of Educators addresses some issues many educators and mobile device users in general may need to address, that of the caveats of technology multi-tasking. While there has been a dearth of research on this topic, it is likely that Dr. Firat’s research will presage many research studies on the use of technology and multi-tasking in the near future.
- Dorothy Valcarcel C’s and
Content Creators and Language Learners: Exploring Web 2.0 and Wikis examines the use of Wikis and blogs among graduate students in an online class that was part of a teacher preparation program in English as a Second Language. The study was framed by a set of overarching questions and assessed survey data on use of Web 2.0 tools for ESL and education teachers for language learning, particularly in a preK and K-12 environment.
- Tiffany DePriter’s
An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom looks at research in the area of mathematics taught online and the general concept that constructivist theories produce more positive results than traditional objectivist-based models. While this study has a small sample size, the results of the study could shed new light on how mathematics can be effectively taught online.
- Shelley Stewart, Deirdre Cobb-Roberts,
and Barbara J. Shircliffe
Maintaining Pedagogical Integrity of a Computer Mediated Course Delivery in Social Foundations address how course designers must maintain pedagogical integrity while taking content from a traditional classroom environment to an online environment. In this study the embedded researchers took a course in social foundations (interdisciplinary field in education) and utilized strategic collaboration between instructional technologists and content area experts to document the challenges among individuals of various disciplinary perspectives working to achieve the same goal of transforming a traditionally delivered classroom course into one that is entirely online.
- B. Jean Mandernach, Swinton Hudson,
and Shanna Wise
provide their research findings inWhere has the time Gone? Faculty Activities and Time Commitments in the Online Classroom
which looks at faculty and the time expended in faculty activities related to teaching online, such as time investment to participate in online courses, develop social interactions with students, and respond to student messages and written assignments. The findings could provide insights to assist institutions in structuring online policies, and course schedules that help balance online faculty workload and worklife balance.
Citation Analysis for the Modern Instructor: An Integrated Review of Emerging Research, the sixth and last article, provides general information on research and eLearning. While online instructors may be generally familiar with conducting academic e-Research, they may be less familiar with the rapidly advancing fields of bibliometrics and informetrics. This article looks at Citation Analysis, particularly with respect to the feature available in modern indexes such as Web of Science, Scopus, Google Scholar, and PsycINFO. This paper reviews the recent research on bibliometrics within the context of citation analysis.
Journal of Educators Online is
published at www.thejeo.com in
January and July of each year. If you have a scholarly paper you would
like considered for peer review publication, please contact the editor,
Ruth Gannon Cook at
email@example.com. Committed to excellence, the
Journal of Educators Online is disseminated online
without charge as a contribution to the body of research on topics related
to online education and as a useful resource for educators, students,
administrators and policy makers in all disciplines.
of Educators Online, Volume 10, Number 2, July 2013