Search

The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.

Following Swales' (1990) influential study on research article (RA) introductions, some attention has increasingly been paid to other rhetorical units of both expert and learners' writing, including titles. A key and effective discursive means through which titles are constructed and presented is the syntactic configuration. The present study, thus, investigates the syntactic structures employed by authors of conference paper titles (CPTs) in Applied Linguistics. A qualitative content analysis was employed to study a corpus of 592 CPTs from a popular conference for researchers, scholars, and practitioners of Applied Linguistics worldwide, supported by some descriptive statistics. The analysis of the data of the study identified three main title styles: Single Unit Title, Compound Unit Title, and Complex Unit Title. The analysis showed that, out of these three title styles, Compound Unit Titles were preferred by researchers. Further, the colon was the dominantly used punctuation mark in separating the components of Compound Unit titles. The final point was that authors preferred prepositional phrases in the post modification of the noun phrase structure of CPTs. The findings of this study have implications for the scholarship on titlelogy, academic writing pedagogy as well as further research.

Research on mutual cooperation among scholars or research institutions has become more and more common. The purpose of this paper is to explore the current status of cooperation between scholars and research institutions in the field of Chinese education. In this paper, we use the method of the complex network to analyze the cooperative behavior of academic papers published by Chinese educational scholars by collecting academic papers on education leadership, education policy, quality education, and vocational education. Our conclusions show that most of the academic papers published by Chinese educational scholars are non-cooperative. In the authors of the co-authored papers, there is a significant "Matthew effect", that is, some key scholars in these fields that link the collaborators. Lastly, there is no obvious aggregation effect between the authors of the co-authored papers which indicating a widespread and extensive connection between the collaborators. The above conclusions provide valuable insights into our understanding of the cooperative behavior of Chinese education scholars.

Using the metaphor of a publication "pipeline," this article offers practical tips for early-career scholars to take their ideas from concept to publication. Too often, conference presentations do not continue to publication, limiting the potential for dissemination of research work throughout the field and impeding professional scholarly growth. Here, experienced scholars share what they have found helpful to maximize publication productivity.

A stylised fact in bibliometric research is that in the field of management studies, half or more of the papers published are never cited. If true, this implies that efforts and resources are considerably wasted because half of the academic work is not considered worthy by the same community that developed them. We studied a sample of 2777 papers published in 20 journals and representing different levels of quality. Of these, only 191 papers, representing 6.5% of the sample, were never cited, suggesting that the aforementioned stylised fact is a myth. We identified the factors that contribute to the level of citations, including the ranking of the journal in the quality list, time since last citation, and number of authors. The implications discussed suggest a need for reflection regarding the relevance of the factors that predict future citations.

Introduction: The academic social network site ResearchGate (www.researchgate.net) enables researchers to feature up to five of their research products (including papers, datasets and chapters) in a 'Featured research' section on their ResearchGate home page. This provides an opportunity to discover how researchers view their own publications. Method: We investigated ResearchGate members who self-selected their featured publications and compared these publications with other publications listed in ResearchGate. Analysis: We analysed the distribution of featured publications in the ResearchGate members' whole publications in terms of their importance, recency, citation and source reputation. Results: Researchers prefer to feature publications in which they played important roles, those that were recently published, highly cited and published by reputable sources. Conclusion: By featuring their research, researchers can highlight their academic achievements and create the potential to contribute to the wider scientific community through the future application or discussion of their work. Instances of featured research published for a relatively long period in somewhat obscure journals, with few citations, show that there is a difference between how these papers are valued by the scientific community and the authors who featured them. The presented method may be applied to find latent sleeping beauties.

This study investigated the writing parameters of a research paper by multiple authors who formed a research team in a public university in Malaysia. Drafts of the research paper were produced through the research activities and writings of the participant researchers. By observations, interviews, and textual analysis of drafts, we studied the three main parameters that each written text naturally contains: who wrote the text, what the text was, and to whom the text was written. Participants in the present study comprised a team of researchers from different disciplines. They conducted a project in science, wrote, and published their findings in an on-line journal. The findings indicate that the authentic task of writing a multi-authored research paper by a team of experienced researchers is beyond and more complicated than fulfilling a basic task of writing in the context of a class by a novice student. The experiences through which the participant researchers of this study produced the drafts of the article are greatly valuable for the academics who are planning to publish their findings in the form of an article. This study has implications for teaching of writing academic texts, particularly writing of research papers.

In this study we compare the titles of scientific letters and those of research papers published in the field of astrophysics in order to identify the possible differences and/or similarities between both genres in terms of several linguistic and extra-linguistic variables (length, lexical density, number of prepositions, number of compound groups, number of authors and number of countries mentioned in the paper bylines). We also carry out a cross-genre and cross-journal analysis of the referred six variables. Our main findings may be summarized as follows: (1) When compared to research paper titles, scientific letter titles are usually shorter, they have a lower lexical density, they include a higher number of prepositions per number of words and a lower number of compound groups per number of words, although they have more up to 4-word compound groups, i.e. the simplest ones. As a consequence, scientific letter titles include less information, which is also less condensed, than research paper titles. (2) The predominance of compound adjectives over compound nouns in the titles of both genres highlights the scientificity of astrophysical discourse. (3) In general terms, our data show a positive correlation between title length and the number of countries mentioned in the bylines for both genres. The positive correlation between title length and number of authors is only met in the case of research papers. In light of these findings, it may be concluded that scientific letters are a clear example of a timeliness and more "immediate" science, whereas research papers are connected to a more timeless and "elaborate" science. It may also be concluded that two different collaboration scenarios are intertwining on the basis of three separate geographic and linguistic publication contexts (Mainland Europe, The United Kingdom and The United States of North America).

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

Responsible conduct of research and ethical publishing practices are debatable issues in the higher education literature. The literature suggests that 'authorship disputes' are associated with multi-author paper publication and linked to ethical publishing practices. A few research studies argue authorship matters of a multi-author paper publication, but do not explain how to arrange author list meaningfully in a multi-author paper. How is a principal author of a multi-author paper to be decided? The literature also does not clarify whether language editor(s) could claim authorship for a research paper publication? The paper adopts qualitative methodology that subsumes descriptive, evaluative, and interpretative approaches to answer these questions. While answering these questions, the paper critically examines 'authorship disputes' and 'types of authorship' relating to research paper publication practices. At the end, the paper proposes a framework that would help to resolve authorship disputes over multi-author paper publication.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

The author conducted a content analysis of papers submitted to the journal, "Communications in Information Literacy," from the years 2007-2013. The purpose was to investigate and report on the overall quality characteristics of a statistically significant sample of papers submitted to a single-topic, open access, library and information science (LIS) journal. Characteristics of manuscript submissions, authorship, reviewer evaluations, and editorial decisions were illuminated to provide context; particular emphasis was given to the analysis of major criticisms found in reviewer evaluations of rejected papers. Overall results were compared to previously published research. The findings suggest a trend in favor of collaborative authorship, and a possible trend toward a more practice-based literature. The findings also suggest a possible deterioration in some of the skills that are required of LIS authors relative to the preparation of scholarly papers. The author discusses potential implications for authors and the disciplinary literature, recommends directions for future research, and where possible, provides recommendations for the benefit of the greater community of LIS scholars.

Basic computer skills are essential for authors writing research papers as it has the potential to make the task easier for a researcher. This article provides a glimpse about the essential software programs for a novice author writing a research paper. These software applications help streamline the writing process, improve the quality of work, and ensure that papers are formatted correctly. It covers word processing software, grammar correction software, bibliography management software, paraphrasing tool, writing tools, and statistical software. All of the tools described are free to use. Hence, it would help researchers from resource-limited settings or busy physicians who get lesser time for research writing. We presume this review paper would help provide valuable insights and guidance for novice authors looking to write a high-quality research paper.

The general purpose of this study is to conduct a content study on 'computer' and 'educational technologies' research and trends between 2016 and 2020. The topics were evaluated according to years, universities of the authors, citations, keywords, document type, source, sponsors and publication languages. The articles examined in the research include keywords related to 'computer' and 'instructional technologies' between 2016 and 2020; 1,798 articles obtained by scanning the Scopus database according to the title, keywords and summary of the articles were examined. When the results of the study were examined, it was concluded that English, which is the universal language, is very common; the researches are mostly published as 'conference papers' and the most used keyword in the study is 'Computer Science'. In addition, it has been concluded that computer science is the basis of educational technologies in recent years. Similar content analysis studies may be recommended for other software used in computer training.

Who are the most prestigious authors cited in today's psychology textbooks and journals? And where are (or where were) they based? This short note reports on the answers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers.

In research, outcomes are often categorized as primary and secondary. The primary outcome is the most important one; it determines whether the study is considered 'successful' or not. Secondary outcomes are chosen because they provide supporting evidence for the results of the primary outcome or additional information about the subject being studied. For reasons that are explained in this paper, secondary outcomes should be cautiously interpreted. There are varying practices regarding publishing secondary outcomes. Some authors publish these separately, while others include them in the main publication. In some contexts, the former can lead to concerns about the quality and relevance of the data being published. In this article, we discuss primary and secondary outcomes, the importance and interpretation of secondary outcomes, and considerations for publishing multiple outcomes in separate papers. We also discuss the special case of secondary analyses and post hoc analyses and provide guidance on good publishing practices. Throughout the article, we use relevant examples to make these concepts easier to understand. While the article is primarily aimed at early career researchers, it offers insights that may be helpful to researchers, reviewers, and editors across all levels of expertise. [ABSTRACT FROM AUTHOR]

This paper is based on a study that examined authorship and collaborative research among scholars in Open and Distance Learning (ODL) institutions with a focus on prospects for Africa. The study involved intensive documentary desk review of conference book of abstracts and conference proceedings to examine authorship and collaborative research. The study reviewed a total of 10 conference books of abstracts and proceedings organized or hosted by universities including ODL institutions in Africa. Descriptive statistics were used to summarise some thematic areas of interest. It is revealed in this paper that authorship in terms of co-authorship is high in some conferences but low in others in relation to collaborative research. Furthermore, authorship between two scholars was higher compared to three or more authors in collaborative research. This implies that co-authorship is trending in relation to collaborative research thus raising collaboration prospects for Africa. It is therefore recommended that ODL scholars should be encouraged to do more co-author publications from collaborative research in order to promote teamwork and comparative studies in knowledge production for socio-economic development relevant for Africa and beyond.

As an effective tool to advance language competence, writing papers collaboratively has the characteristic of improving author language skills, providing authors with opportunities to practice language skills in meaningful contexts. As authors collaborate to yield a paper, they get exposure to grammar genres, structures, and expressions. Concurrently, during the process, language is applied to communicate ideas effectively. This paper aims to investigate whether collaboration is really a beneficial aspect for authors. This qualitative investigation was embedded in case study design to uncover truths experienced in real-life situations. To collect data, semi-structured interviews were administered to five university scholars chosen from a population of authors reported to have successfully written publishable papers. It emerged as major findings that individual comprehension can be improved when authors collaborate on paper writing, and, as authors receive written feedback from each other, language competence advances. Although previous publications on writing collaboratively exist, research is silent on improved language competence acquired through this practice. It is concluded that individual comprehension can be improved by collaborative paper writing as the process provides opportunities for authors to justify and discuss their ideas. As they work collaboratively, authors deepen their understanding of the material and enhance their language skills.

LAK-18, the 8th International Conference on Learning Analytics and Knowledge, was hosted by the University of Sydney, Australia, from March 5 to 9, 2018. Traditionally, authors of papers that have received high scores through the review process of the conference are invited to extend their paper and submit it for a special issue of this journal. The chairs of LAK-18 have adopted a double-blind review process that has proven useful in maintaining the technical quality of the conference. Papers submitted to the special issue undergo a rigorous review process that is blind only, not double-blind, as a shorter version of the paper has been already published. The theme for LAK-18 was "Towards User-Centred Analytics". Though several of the papers receiving high scores in the review process explicitly dealt with this issue, it has been decided to devote a complete special issue of the journal to this theme and invite those papers in this special issue to come. Thus, the present special issue LAK-18 covers a broad range of themes, which reflect well the diversity and the vibrancy of the community, but excludes User-Centred Analytics. This editorial describes the story behind this special issue. This story begins with the contributions submitted to the conference and finishes with a short introduction to the papers in this issue. The two first episodes of the story, contribution type and country, include both tracks, research and practitioner. The reminder episodes refer only to the research track.

Time-limited exposure of electrode-free optically rewritable electronic paper is essential for applications, but performance characteristics can be modest. In this study we investigate whether image writer mode can improve kinetics of the photosensitive layer order parameter, which is described by the rotational diffusion model. The model that we developed allows adjusting the transmittance spectra of polarisers. We have found that fairly uniform transmittance spectra of polarisers enable to obtain competitive contrast ratio of 8:1 within 10 s of exposure. In comparison with the long-time exposure, the reflectance coefficient reduces by 24%. Computer-simulated image is consistent with the experimental observations. [ABSTRACT FROM AUTHOR]

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

Content analysis of the studies of both Turkish and foreign authors on PBL in science education in national and international journals was made considering such variables as the research subject, method, sample, diversity of data collection tools and the data analysis methods. To this end, content analysis of 104 papers - 42 by Turkish authors and 62 by foreign authors - which were carried out between the years 1986-2012, was made. All these papers were accessed in full text. It was identified that in 40.4% of the studies whose content analysis was made, the focus was on the effect of PBL on learning, while in 35.6% the focus was on concept analysis. It is seen that while Turkish authors worked on teaching studies in 59.5% of their studies, foreign authors focused on concept analysis in 41.9% of their studies. Also while Turkish authors mostly preferred quantitative research methods (61.9%) in their studies, foreign authors preferred qualitative research methods (66.1%). The commonly used data collection tools for Turkish authors were questionnaire and achievement test, while foreign authors preferred interview and alternative data collection tools. In terms of choosing a sample group, it is seen that studies with undergraduate and secondary school students (9-12) were referred more often. The findings of the study reveal that studies on PBL were not very common in our country until 2005; that they reached the highest number between the years 2005-2009, and that foreign authors published the highest number of papers in 2006. While the foreign authors had a superiority over Turkish authors in terms of their papers on PBL in science education until 2005, it is seen that as of 2005, except the year 2006, the number of papers of Turkish authors has been equal to/higher than the number of papers by foreign authors until 2012. Besides, it is also identified that most of these studies were mixed and in the field of chemistry education. It is believed that this study is significant in terms of providing an opinion to young researchers working in the field of PBL and to those who are planning to work in the field.

Basic computer skills are essential for authors writing research papers as it has the potential to make the task easier for a researcher. This article provides a glimpse about the essential software programs for a novice author writing a research paper. These software applications help streamline the writing process, improve the quality of work, and ensure that papers are formatted correctly. It covers word processing software, grammar correction software, bibliography management software, paraphrasing tool, writing tools, and statistical software. All of the tools described are free to use. Hence, it would help researchers from resource-limited settings or busy physicians who get lesser time for research writing. We presume this review paper would help provide valuable insights and guidance for novice authors looking to write a high-quality research paper. [ABSTRACT FROM AUTHOR]

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)

We provide an analysis of refereed papers published in the "Australian Journal of Outdoor Education," the "Journal of Adventure Education and Outdoor Learning," and the "Journal of Experiential Education" over the last decade. We developed a framework to classify the papers in terms of the authors' affiliations, the type of papers published, the context they address, and the foci of the papers. Authors from the US published most extensively across all three journals followed by authors from Australia, UK, Canada, and New Zealand; the "JAEOL" had the most balanced mix of author nationalities. All three journals demonstrated a trend towards a higher proportion of research-based papers. Suggestions for the continued development of the emerging research culture are provided. We conclude by offering a table identifying potential areas for future research.

"SERJ" has provided a high quality professional publication venue for researchers in statistics education for close to a decade. This paper presents a review of the articles published to explore what they suggest about the field of statistics education, the researchers, the questions addressed, and the growing knowledge base on teaching and learning statistics. We present a detailed analysis of these articles in order to address the following questions: What is being published and why, who is publishing research in "SERJ," how is the research being carried out, and what do the results suggest about future research? Implications for future directions in statistics education research are suggested. (Contains 9 tables and 3 figures.)

Writing and publishing a research paper in a peer-reviewed journal is a complicated process. This paper tries to take some of the mystery out of that process by describing how a good research paper should be structured, and how the journal submission process works.

In light of numerous discussions about whether to follow Mark Greene and Dennis Meissner's suggestions to process lightly and broadly, valid reasons remain for continuing traditional practices for many literary correspondence collections. In this case study, the authors use the Kenneth Burke Papers in the Special Collections Library, Pennsylvania State University Libraries, as an example of when it is desirable to provide item-level indexing. Recognizing that the majority of archival records may not require such detailed description, the authors discuss when it is appropriate to examine and index literary correspondents, a practice used with many other literary collections in which name access to literary correspondents is a legitimate, valued interest. (Contains 4 notes and 1 table.)

Using sample student analyses of online paper mill Web sites, student survey responses, and existing scholarship on plagiarism, authorship, and intellectual property, this article examines how the consumerist rhetoric of the online paper mills construes academic writing as a commodity for sale, and why such rhetoric appeals to students in first-year composition, whose cultural disconnect from the academic system of authorship increasingly leads them to patronize these sites.

Examines papers published in the journal, "Teaching Sociology," from 1984-1999 to depict an emergence of a scholarship on teaching and learning. Builds on the work of Paul Baker who thought that evidence of scholarship was lacking in the journal from 1973-1983. Suggests that a scholarship is emerging. (CMK)

In this paper, we explore how librarians can teach students to deconstruct the concept of authority using questions and considering contextual needs in STEM fields. We argue that examining the complexities of common signifiers of authority, such as peer review, citation rates, and types of sources, as well as exploring contextual factors such as authority in academic and professional settings, are key to developing an understanding of the ACRL Framework for Information Literacy Frame "Authority is constructed and contextual" in the sciences. For each signifier of authority, we present ways to approach and discuss the question in the classroom.

Ethical reviews of research plans function as a cornerstone of good research practice in order that no harm should come to participants. Ethical concerns have taken on a new salience in a digital world where data can be generated at scale. Big data research has grown rapidly, raising increased ethical concerns. Several intersecting areas of big data research exist within educational research, such as learning analytics, artificial intelligence (AI), and Massive Open Online Courses (MOOCs). In the current study, an investigation was made of peer-reviewed papers on MOOC teaching and learning to determine if they explicitly refer to (a) ethical considerations in their studies, and (b) obtaining formal ethical approval for their research. This investigation was accomplished through a review of MOOC-related, English-language papers available in Scopus database, over the course of a year. The review produced a total of 1,249 articles, of which, 826 articles related to empirical studies involving human participants where full text of the articles could be obtained. The string "ethic" was searched for within these articles, and resulting articles analyzed, which found that a small fraction, 42 articles (5.08%), mention ethics in relation to the study presented in the article, and only 13 articles (1.57%) explicitly mention obtaining formal ethical approval for the research. The findings show a lack of transparency in reporting on and/or engagement with ethical considerations in MOOC teaching and learning research. These findings indicate the need for further stakeholder engagement and sectoral dialogue in relation to ethics education and training for researchers; consideration of ethics in big data studies in education; and norms/policies in academic publishing for authors to report how ethical issues have been considered.

Describes research regarding British authors' experience, attitudes, and perceptions of publishing in paper and in electronic journals. Questionnaires addressed current skills in information technology, peer review, and use of multimedia, and it is suggested that authors be involved in future research and debate on electronic serial publishing. (Contains 46 references.) (Author/LRW)

Examines the characteristics of rejected manuscripts submitted to the "African Journal of Library, Archives and Information Science." Most of the papers were rejected because they contributed nothing new to knowledge (65.5%), used unreliable data (13.1%) and lacked focus (13.1%). There were no remarkable differences with regard to status and affiliations between authors of rejected and accepted papers. (Author/AEF)

A bibliometric study analyzed the authorship of biology periodicals, "Nature,""Science," and "Cell" from 1991 to 1993. The source data consisted of "hot papers" in biology and a sample of articles from the three periodicals. Results showed that the hot papers have more authors and participating institutions, and that funding sources are related to the number of authors. (JMK)

Analyzing a conference, especially one as young and focused as LAK, provides the opportunity to observe the structure and contributions of the scientific community around it. This work will perform a Scientometric analysis, coupled with a more in-depth manual content analysis, to extract this insight from the proceedings and program of LAK 2013. Authorship analysis reveals an open and international community, while internal citation analysis provides evidence of the construction of a body of knowledge central to Learning Analytics. The analysis of the content of the papers found five main topics: visualization, behaviour analysis, social learning analytics, learning analytics for MOOCs, and learning analytics issues (ethical, scalability, etc.), as well as papers reflecting on the field itself. We discuss representative papers presented at the conference, highlighting trends and new developments. Learning analytics is a diverse multidisciplinary field with an emerging interdisciplinary core, well situated to benefit from productive dialogue concerning its scope and purpose and to reflect on the pedagogies and epistemologies implied by its methods.