EJEL Editorial 2023: Trends and Research Gaps in e-Learning

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dc.contributor.authorCharbonneau-Gowdy, Paula
dc.contributor.authorCubric, Marija
dc.contributor.authorPechenkina, Katya
dc.contributor.authorDyer, Ronald
dc.contributor.authorPyper, Andrew
dc.contributor.authorSöbke, Heinrich
dc.contributor.authorSpangenberger, Pia
dc.date.accessioned2024-11-13T22:05:12Z
dc.date.available2024-11-13T22:05:12Z
dc.date.issued2023-06
dc.descriptionIndexación: Scopus
dc.description.abstractIntroduction:The Electronic Journal of e-Learning (EJEL) is an online open-access journal that aims to publish articles and papers that contribute to the development of theory and practice in the field of e-Learning. The journal provides a multidisciplinary forum for research on education and learning that informs theories and practices regarding how people learn and the design of e-Learning environments in various contexts. From 2021 to 2022, a total of 92 papers were published in EJEL (47 papers in 2021 and 45 papers in 2022) from 43 different countries. Out of the 282 submissions received in 2022, 12(4%) were accepted. In 2021, EJEL was ranked in Q1 in the Education category and in Q2 in the Computer Science Applications and E-Learning categories(Scimago Journal & Country Rank). Compared to previous editorials, for this year's editorial, we have decided to adopt a new approach. By examining and presenting our published papers on e-Learning from authors worldwide, we aim to highlight trends and research gaps in the field of e-Learning from 2021 to 2022. Additionally, we will compare our findings with the most recent papers on trends and gaps published in other journals to provide a broader context. Through this approach, we hope to contribute to answering questions about which topics have been of high relevance for researchers in the field of e-Learningover the past two years and to identify areas for future research. MethodsIn the first step, we used the Open Journal Systems (OJS) software to identify the 30 most frequently read articles from January 1, 2021, to December 2, 2022in EJEL.For each article,we considered the total number of abstract reads, full text(PDF) reads as well as the citation data obtained via Google Scholar as of January 11, 2022. Out of these, we focused on the ten most cited papersfor our analysis because we emphasizethat citations are a legitimate measure for portraying the scientific influence of a given work. The findings from these papers were mapped to the European Framework for Digital Competences of Educators (Figure 1) and to the EDUCAUSE macro trends (Figure 2), as well as trends in key technologies and practices.While macro trends focus on dimensions such as social, technological, economic, environmental and political, the key technologies and practices listed below are believed to have a significant impact on the future of post-secondary learning and teaching (Pelletier et al., 2022, p.4): •AI for Learning Analytics •AI for Learning Tools •Hybrid Learning Spaces •Mainstreaming Hybrid/Remote Learning Modes •Micro-credentialing
dc.description.urihttps://academic-publishing.org/index.php/ejel/article/view/3193
dc.identifier.citationElectronic Journal of e-Learning. Volume 21, Issue 3, Pages 248 - 257. 1 June 2023
dc.identifier.doi10.34190/ejel.21.3.3193
dc.identifier.issn1479-4403
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/61958
dc.language.isoen
dc.publisherAcademic Conferences and Publishing International Limited
dc.rights.licenseCC BY-NC-ND 4.0 Attribution-NonCommercial-NoDerivatives 4.0 International Deed
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectElectronic Journal of e-Learning (EJEL)
dc.subjectTrends
dc.subjectResearch Gaps in e-Learning
dc.subjectOpen-Access
dc.subjectJournal
dc.subjectOpen Journal Systems (OJS) Software
dc.titleEJEL Editorial 2023: Trends and Research Gaps in e-Learning
dc.typeArtículo
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