AB+-+Chen+&+Lien+(2011)


 * **Reference: ** || Chen, L.-C., & Lien, Y.-H. (2011). Using author co-citation analysis to examine the intellectual structure of e-learning: A MIS perspective. //Scientometrics, 89//(1), 867-886. doi:10.1007/s11192-011-0458-y ||
 * **Author's: ** || Chen, L.-C., & Lien, Y.-H. ||
 * **Title:** || Using author co-citation analysis to examine the intellectual structure of e-learning: A MIS perspective. ||
 * **Year:** || 2011 ||
 * **Journal: ** || //Scientometrics // ||
 * **Retrieval Information**: || http://dx.doi.org/10.1007/s11192-911-0458-y ||
 * **Bibliography**: ||  ||
 * The authors argue that “ there is little comprehensive knowledge on e-learning, especially in the non-educational fields ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 867 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and conducted a study using author co-citation analysis (ACA) in order to identify “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the intellectual structure of specific knowledge domains through the relationship between two similar authors <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 867 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) regarding e-learning practices from 1996 to 2009. By treating bibliographic elements as conceptual units, ACA helps researchers analyze discipline structure and reduce personal bias within their results. ACA is based on tracking the number of times that two authors or documents are cited together, assuming that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the more frequently two authors are cited together, the closer the relationship is between them <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 870 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors identified the steps of conducting the study as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">(1) identify authors highly cited by research articles; (2) retrieve co-citation counts for each pair of authors; (3) compile a matrix of raw co-citations; (4) perform clustering through various analytical methods . . . ; (5) interpret the results <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 870 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). By following this methodology the authors determined six similarities and four differences between MIS focused e-learning and e-learning from an educational perspective. The authors call for further research in both “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">theoretical and practical discussions of e-learning and its structural breakdown <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 883 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This is an interesting approach that I would enjoy further investigating and perform in relationship to the current literature of e-learning and adult education as I do not believe that the authors went far enough in their considerations. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1007/s11192-911-0458-y ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The authors argue that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">there is little comprehensive knowledge on e-learning, especially in the non-educational fields <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 867 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and conducted a study using author co-citation analysis (ACA) in order to identify “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the intellectual structure of specific knowledge domains through the relationship between two similar authors <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 867 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) regarding e-learning practices from 1996 to 2009. By treating bibliographic elements as conceptual units, ACA helps researchers analyze discipline structure and reduce personal bias within their results. ACA is based on tracking the number of times that two authors or documents are cited together, assuming that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the more frequently two authors are cited together, the closer the relationship is between them <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 870 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors identified the steps of conducting the study as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">(1) identify authors highly cited by research articles; (2) retrieve co-citation counts for each pair of authors; (3) compile a matrix of raw co-citations; (4) perform clustering through various analytical methods . . . ; (5) interpret the results <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 870 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). By following this methodology the authors determined six similarities and four differences between MIS focused e-learning and e-learning from an educational perspective. The authors call for further research in both “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">theoretical and practical discussions of e-learning and its structural breakdown <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 883 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This is an interesting approach that I would enjoy further investigating and perform in relationship to the current literature of e-learning and adult education as I do not believe that the authors went far enough in their considerations. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||