| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 98 | 38 | 88 | 20 |
| Computer Science | 318 | 30 | 75 | 19 |
Journal of Computer Assisted Learning primarily tackles Mathematics education, Educational technology, Pedagogy, Teaching method and Multimedia. The in-depth study on Mathematics education also explores topics in the intersecting field of Higher education. While work presented in the journal provided substantial information on Educational technology, it also covered topics in Cooperative learning, Active learning, Experiential learning and Knowledge management.
The work tackled in it goes beyond the discipline of Cooperative learning as it also encompasses Collaborative learning. The majority of Active learning studies are focused on the issues of Learning sciences. Pedagogy research featured in Journal of Computer Assisted Learning incorporates concerns from various other topics such as Context (language use), Information and Communications Technology, Information technology and Computer-mediated communication.
Multimedia study tackled is connected to the field of Mobile device.
The most cited articles cover a variety of subjects, including Educational technology, Pedagogy, Mathematics education, Multimedia and Teaching method. The published articles with studies in Educational technology featured incorporate elements of Information and Communications Technology, Synchronous learning, Computer-mediated communication and Knowledge management. The published articles focus on Pedagogy but sometimes tackle the closely related topic of Context (language use) which is concerned with Learning environment.
The journal covers a variety of subjects, including Mathematics education, Higher education, Cognitive psychology, Human–computer interaction and Virtual reality. The Mathematics education works featured in Journal of Computer Assisted Learning incorporate elements from Reading comprehension and Reading (process). The work on Reading comprehension addressed in it expands to the thematically related Comprehension.
While the journal focused on Higher education, it was also able to explore topics like Context (language use), Download and Distance education. The study on Human–computer interaction presented is investigated in conjunction with research in Cognitive load. The Teaching method study featured in the journal draws connections with the study of Computer-Assisted Instruction.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Journal of Computer Assisted Learning (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Journal of Computer Assisted Learning (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 0.75% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 17.29% were posted by at least one author from the top 10 institutions publishing in the journal. Another 9.77% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 17.29% of all publications and 55.64% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
While our main focus is on furthering the knowledge and research in computer assisted learning, we also recognize the significance of interdisciplinary exploration. For instance, the act of teaching and the adoption of certain methodologies can be enhanced by understanding different areas of human behavior, including substance abuse. This could be particularly useful for those interested in exploring the intersection of educational technology and counseling. If your interests lie in this field, we recommend reading our article on How to be a substance abuse counselor in West. This guide provides comprehensive details on education prerequisites, certification, and career outlook for aspiring substance abuse counselors. It not only broadens the scope of the discussion around the interplay of technology and education, but also shines light on career opportunities for individuals passionate about making a difference.
Weijiao Huang;Khe Foon Hew;Luke K. Fryer
(2021)Nora'ayu Ahmad Uzir;Nora'ayu Ahmad Uzir;Dragan Gašević;Wannisa Matcha;Jelena Jovanović
(2020)Ngoc Thuy Thi Thai;Bram De Wever;Martin Valcke
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(2021)Cristina Alonso‐Fernández;Iván Martínez‐Ortiz;Rafael Caballero;Manuel Freire
(2020)Yu Ling Tsai;Chin Chung Tsai
(2020)Heeok Heo;Curtis J. Bonk;Min Young Doo
(2021)Min Young Doo;Curtis J. Bonk
(2020)Ruiqi Deng;Pierre Benckendorff;Deanne Gannaway
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