Review Article
Brian Shambare
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep677
ABSTRACT
This study presents one of the first scientometric reviews of technological pedagogical content knowledge (TPACK) in science education. The review highlights how teachers’ digital pedagogical knowledge has been conceptualised and evolved to support learner-content, learner-teacher, and learner-technology interaction in science education. The analysis drew on 564 bibliographic records from the Web of Science from 2014 to 2024. Quantitative methods were applied to capture publication growth, citation impact, contributions from countries, institutions, journals and authors, and thematic development. Data analysis included network analysis, polynomial regression, least squares trend analysis, and Chi-square tests. Bradford’s and Lotka’s laws were applied to assess journal and author productivity. Science mapping tools supported visualization, including VOSviewer, Biblioshiny, and the Bibliometrix R package. Advanced statistical analyses were performed using the statistical package for the social sciences. The results show accelerated growth in TPACK publications after 2018, with output peaking between 2020 and 2022 as pandemic-driven demands increased the use of educational technologies. China, the United States, and Turkey emerged as the leading contributors, while Nanyang Technological University and the Chinese University of Hong Kong dominated institutional output. Chai Ching Sing was found to be the most prolific author. Author productivity revealed that TPACK scholarship in science education is dominated by one-time contributors supported by a small core of active scholars. Thematic evolution reveals a shift from knowledge integration toward teacher education and professional development, with recent expansion into mathematics and science education.
Keywords: TPACK, science education, scientometrics, science mapping, citation analysis, thematic evolution
Review Article
Krishnashree Achuthan, Vysakh Kani Kolil, Sharanya Muthupalani, Raghu Raman
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep493
ABSTRACT
The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials’ structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and meta-analysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).
Keywords: bibliometrics, sustainable development, SDG, e-learning, TDT, transactional distance, science mapping