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AECT 2013 - Open access journals research study

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AECT 2013 - Open access journals research study

AECT 2013 - Open access journals research study

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  • Part 1 (1 - 20 questions, “Want to know”)A few key demographic questionsImportant characteristics about OAJs in generalAsked to identify five “most influential” OAJs (list of 80)Asked to rate aspects of the influential OAJs chosenPart 2 (12 additional questions, “Nice to know”)Participants given a choice to end survey at Part 1Between 65% to 70% participation among those who completed Part 1Asked a few questions about perceptions about OAJs Asked to identify any of 81 OAJs of which they may have heardA few less significant demographic questions
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    • 1. Scholars’ Perceptions of Open Access Journals in Educational Technology Preliminary Analysis Ross A. Perkins, Ph.D. Patrick R. Lowenthal, Ph.D. Dept. of Educational Technology Boise State University
    • 2. Outline of Presentation Recent Literature Goals of Study Method Selected Results
    • 3. OAJs in Recent Literature Ritzhaupt, Sessums, & Johnson (2012) • • • • Examined 59 peer-reviewed journals in EdTech, 22 were OAJs 4 OAJs made the “Top 20” n = 79; recruited from listservs Results suggest OAJs are not as highly valued as the closed journals Zawacki-Richter & Anderson (2012) • Examined 12 distance education publications (6 open & 6 closed) • Surveyed editorial boards of both and examined number of citations • Found the editors did not perceive the OAJs as either more or less prestigious than closed journals
    • 4. OAJs in Recent Literature Veletsianos & Kimmons (2012) • Identified the assumptions of the open scholarship movement • Highlighted challenges to the movement’s aspirations of broadening access Anderson (2013) • Considers the concept of using OAJs as open educational resources Bohannon (2013) • “Sting” operation targeting poor peer review practices of open access science journals
    • 5. Goals of the Research What do EdTech professionals really think about open access journals? 1. Learn which characteristics of OAJs are the most important 2. Understand which OAJs scholars find to be the most influential
    • 6. Survey Overview Survey Layout Survey Deployment Part 1 1 - 20 questions (“Want to know”) Phase 1 Authors of select OAJ Part 2 12 additional questions (“Nice to know”) Phase 2 Listservs & Social Media
    • 7. Phase 1: Survey Administration Step One (Find OAJ authors) • Identified OAJs related to EdTech • Found 1,500+ articles in 22 OAJs related to EdTech between 2011-2013 • Used Mechanical Turk to find email addresses of up to three authors for each article (n ~ 2,800) Step Two (Clean Data) • Eliminate duplicates; yielded 2, 208 unique authors • Represents 1,236 articles in 22 open journals. Step Three (Deploy Survey) • Emailed authors directly via Qualtrics • 2,081 valid addresses Ended 10/25/2013 233 Completions 11.2% of sample
    • 8. Phase 1: Authors published in • Australasian Journal of Educational Technology (AJET) • Canadian Journal of Learning & Technology (CJLT) • Contemporary Issues in Technology & Teacher Education (CITE Journal) • Design & Technology Education (DATE) • Digital Culture & Education (DCE) • Educational Technology & Society (ETS) • EDUCAUSE Quarterly / Review (EDUCAUSE) • Electronic Journal of e-Learning (EJEL) • European Journal of Open & Distance Learning (EURODL) • First Monday • Journal of Distance Education (JDE) • Journal of e-Learning & Knowledge Society (Je-LKS) • Journal of Information Technology Education (JITE) • Journal of Interactive Online Learning (JIOL) • Journal of Learning Design (JLD) • Journal of Open, Flexible & Distance Learning (DEANZ) • Journal of Technology Education (JTE) • Online Journal of Distance Learning Administration (OJDLA) • Research in Learning Technology (ALT-J) • The Journal of Educators Online (JEO) • Turkish Online Journal of Distance Education (TOJDE) • Turkish Online Journal of Educational Technology (TOJET)
    • 9. Phase 2: Survey Administration Social Media • Facebook • Authors’ pages • AECT Division pages • AERA SIG page • LinkedIn • AECT, ASTD, ISPI ISTE, SLOAN-C, eLearning Guild, others • Twitter Listservs • • • • • • • AECT (3 Divisions) AERA Blended Learning (Educause) DEOS (PSU) EdTech (MSU) Instructional Tech (Educause) IT Forum (UNT) As of 10/30/2013 149 Completions
    • 10. Research Participants From Part 1 completers Phase 1 (OAJ Authors) Phase 2 (Listserv/SM) n = 233 38.6% 60.2% n = 149 “Educational Technology” or closely related field Instructional Personnel (all ranks) 12.4 years (SD = 8.7) Years of Experience 83.2% > 3 pubs. since 2010 217 OAJ pubs since 2010 64.5% 60.4% 11.5 years (SD = 8.9) 54.4% 61
    • 11. Research Participants From Part 1 completers Phase 1 OAJ Authors 5.58% Phase 2 Lists/SM 4.03% AMERICAS (South/Central/Carr.) 6.01% 6.71% NORTH AMERICA 51.93% 87.92% ASIA (South/SouthEastern/Eastern) 18.45% 12.75% ASIA (Central/Western/Middle East/Eurasia) 9.87% 7.38% EUROPE 45.49% 20.13% OCEANIA 18.03% 3.36% 1.66 1.44 Region AFRICA Mean of regions selected
    • 12. Research Participants From Part 1 completers Phase 1 Phase 2 OAJ Authors Lists / SM Main Editor 30 17 Editorial Board 45 19 Frequent Reviewer 52 20 Occasional Reviewer 92 43 Regular Contributor 25 9 Author or Co-Author 200 63 None n/a 68 Role with any OAJ
    • 13. Important traits for any journal 1 = Very Important / 3 = Not Important Phase 1 TRAIT Phase 2 OAJ Authors Lists / SM Refereed 1.03 1.10 Journal Purpose 1.07 1.08 Abstracted 1.15 1.24 Speed of Publication 1.24 1.48 Impact Factor 1.28 1.43 Number of readers 1.31 1.50 Open access 1.44 1.63 Acceptance rate 1.56 1.59 Pay to publish 1.84 1.83
    • 14. Desirability of… Not Desirable 4 1 Highly Desirable 1.0 1.5 2.0 2.5 3.0 Consistent pubs over time Abstracted Frequently cited No Fee Required DOAJ Ulrichs Cabells Prof Org / Univ. Affiliation Recognized Editorial Board Professional Website High Readership SSCI High Volume of Pubs Print Edition 3.5 4.0 Low Volume of Pubs Fee Required
    • 15. Likelihood to Publish in OAJ within next 18 months Phase 1 ROLE WITH ANY OAJ Phase 2 OAJ Authors Lists / SM Definitely will do so 33.2% 23.6% Highly likely to do so 41.8% 23.6% Somewhat likely to do so 19.8% 35.8% Unlikely to do so 3.9% 12.8% No Intention whatsoever 0.0% 4.1% No Response 1.3% 0.0%
    • 16. Future Changes to OAJ 1 = Great Decrease / 5 = Great Increase Phase 1 CHANGE TO Phase 2 OAJ Authors Lists / SM Total Number of OAJs 4.06 4.16 Strength of Review Process 3.66 3.90 Acceptance by Community 3.98 4.07 Primary Outlet for Scholarship 3.74 3.68 Impact on Scholarship 3.97 4.03
    • 17. Importance of impact factor to colleagues Phase 1 Phase 2 OAJ Authors Lists / SM Very Important 43.9% 33.7% Important 37.8% 29.5% Unimportant 8.5% 31.6% Very Unimportant 7.9% 5.3% Unknown 0% 0% Missing 1.8% 0.0% CHOICE
    • 18. Importance of a printed versions Phase 1 Phase 2 OAJ Authors Lists / SM Very Important 11.0% 14.9% Important 28.0% 24.5% Unimportant 26.2% 40.4% Very Unimportant 26.8% 10.6% Unknown 6.1% 9.6% Missing 1.8% 0.0% CHOICE
    • 19. Peer trust of OAJ content Phase 1 Phase 2 OAJ Authors Lists / SM High level of trust 25.3% 22.1% Some degree of trust 54.3% 45.3% Not as much trust 10.5% 18.9% Little or no trust 2.5% 5.3% Unknown 5.6% 8.4% Missing 1.9% 0.0% CHOICE
    • 20. Recommend submitting to OAJ to a pre-tenured colleague Phase 1 CHOICE Phase 2 OAJ Authors Lists / SM Highly recommend 34.4% 17.9% Recommend 42.5% 42.1% Neither recommend nor fail to recommend 17.5% 33.7% Not at all recommend 3.8% 6.3% Missing 1.9% 0.0%
    • 21. Top Journals (Phase 1 & 2) Selected top 30 of the “Top 5 Most Influential Journals” (Part 1 of survey) Australasian Journal of Educational Technology (AJET)* Canadian Journal of Learning and Technology (CJLT)* Contemporary Issues in Technology and Teacher Education (CITE Journal)* Design and Technology Education (DATE)* Educational Technology & Society (ETS)* EDUCAUSE Quarterly / Review (EDUCAUSE)* eLearning Papers (eL Papers) Electronic Journal of e-Learning (EJEL)* European Journal of Open and Distance Learning (EURODL)* First Monday* International Journal of Educational Research and Technology (IJERT) International Review of Research in Open and Distance Learning (IRRODL) Journal of Asynchronous Learning Networks (JALN) Journal of Computer-Mediated Communication (JCMC) Journal of Distance Education (JDE)* Journal of Interactive Online Learning (JIOL) Journal of Online Learning and Teaching (JOLT) Journal of Technology Education (JTE)* Online Journal of Distance Learning Administration (OJDLA)* * = authors from these OAJs were solicited in Phase 1
    • 22. Top Journals (Phase 1) EDUCAUSE Quarterly / Review (EDUCAUSE) 89 Australasian Journal of Educational Technology (AJET) 68 Educational Technology & Society (ETS) 58 First Monday 56 International Review of Research in Open & Distance Learning (IRRODL) 51 Contemporary Issues in Technology and Teacher Education (CITE Journal) 45 European Journal of Open and Distance Learning (EURODL) 44 Canadian Journal of Learning and Technology (CJLT) 31 Journal of Online Learning and Teaching (JOLT) 28 Journal of Distance Education (JDE) 26
    • 23. Top Journals (Phase 2) EDUCAUSE Quarterly / Review (EDUCAUSE) 86 Journal of Online Learning and Teaching (JOLT) 36 Educational Technology & Society (ETS) 35 International Review of Research in Open & Distance Learning (IRRODL) 32 Australasian Journal of Educational Technology (AJET) 26 THE Journal: Transforming Education through Technology (THE Journal) 25 Contemporary Issues in Technology and Teacher Education (CITE Journal) 24 Journal of Distance Education (JDE) 22 Journal of Asynchronous Learning Networks (JALN) 21 Canadian Journal of Learning and Technology (CJLT) 19
    • 24. Note: Final results and paper coming soon! QUESTIONS & DISCUSSION

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