TY - GEN
T1 - Interdisciplinary cohesion of TEL - An account of multiple perspectives
AU - Meyer, Philip
AU - Kelle, Sebastian
AU - Ullmann, Thomas Daniel
AU - Scott, Peter
AU - Wild, Fridolin
PY - 2013
Y1 - 2013
N2 - Research areas and academic disciplines are not static: they change over time with new strands emerging and old ones disappearing. Technology-enhanced learning is a relatively young field of academic activity, getting more broad in scope as it matures. In this paper we seek to assess the state of interdisciplinarity in this academic community, presenting the findings of a quantitative study on mutual engagement, shared practices and methodologies, and sense of joint enterprise via a European research network in between learning and technology disciplines. An exploratory cluster analysis is used to identify different stakeholder groups in technology-enhanced learning research and a social network analysis shows how these are connected to each other. Statistical analysis suggests that a multidisciplinary workplace and study background of researchers are major influencing factors for the choice of border-crossing methodology and terminology. Additionally, results from a supplementary survey on the interdisciplinary cohesion between the fields of technology-enhanced learning and educational development support the view that pedagogical and technological sub-disciplines highly intersect in this field.
AB - Research areas and academic disciplines are not static: they change over time with new strands emerging and old ones disappearing. Technology-enhanced learning is a relatively young field of academic activity, getting more broad in scope as it matures. In this paper we seek to assess the state of interdisciplinarity in this academic community, presenting the findings of a quantitative study on mutual engagement, shared practices and methodologies, and sense of joint enterprise via a European research network in between learning and technology disciplines. An exploratory cluster analysis is used to identify different stakeholder groups in technology-enhanced learning research and a social network analysis shows how these are connected to each other. Statistical analysis suggests that a multidisciplinary workplace and study background of researchers are major influencing factors for the choice of border-crossing methodology and terminology. Additionally, results from a supplementary survey on the interdisciplinary cohesion between the fields of technology-enhanced learning and educational development support the view that pedagogical and technological sub-disciplines highly intersect in this field.
KW - Educational Development
KW - Interdisciplinarity
KW - Methodology
KW - Research
KW - Science Studies
KW - Social Network Analysis
KW - Technology-Enhanced Learning
UR - http://www.scopus.com/inward/record.url?scp=84883434078&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-40814-4_18
DO - 10.1007/978-3-642-40814-4_18
M3 - Published Conference contribution
AN - SCOPUS:84883434078
SN - 9783642408137
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 219
EP - 232
BT - Scaling Up Learning for Sustained Impact - 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, Proceedings
T2 - 8th European Conference on Technology Enhanced Learning, EC-TEL 2013
Y2 - 17 September 2013 through 21 September 2013
ER -