Comparison of theoretical frameworks of doctoral theses on the field of instructional technology: The Turkey-US case

Basit Öğe Kaydı
dc.authoridSAKA SIMSEK, Eda/0000-0001-9210-5034
dc.authoridAYDIN, ABDULKERIM/0000-0003-4657-3683
dc.contributor.authorSimsek, Eda Saka
dc.contributor.authorAtila, Gulsah
dc.contributor.authorAydin, Abdulkerim
dc.contributor.authorReisoglu, Ilknur
dc.contributor.authorGoktas, Yuksel
dc.date.accessioned2024-10-04T18:49:24Z
dc.date.available2024-10-04T18:49:24Z
dc.date.issued2022
dc.departmentBayburt Üniversitesien_US
dc.description.abstractAlthough there are suggestions for writing the theoretical framework in the literature, studies on how all sections of research should be structured based on the theoretical framework are limited. The current research compared the structuring of doctoral theses' theoretical frameworks in the field of instructional technology produced in Turkey and the US. Two hundred doctoral theses were subjected to content analysis based on the list of criteria developed by the researchers. The data collection tool includes the criteria of formality, language, definition and association, purpose and significance, methodological procedures, and presentation and interpretation of results. Independent factorial ANOVA were used to determine whether country and method affected the data obtained from the analyzed theses. The analysis of the data showed that the US-based theses were structured in accordance with the established criteria in all aspects except for purpose and importance. Method did not affect consistency with the criteria. The results of the study are anticipated to guide graduate students, thesis advisors, and researchers preparing theses and articles.en_US
dc.identifier.doi10.1016/j.lisr.2022.101138
dc.identifier.issn0740-8188
dc.identifier.issn1873-1848
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85123433073en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.lisr.2022.101138
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3111
dc.identifier.volume44en_US
dc.identifier.wosWOS:000799257400001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevier Science Incen_US
dc.relation.ispartofLibrary & Information Science Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInstructional technologyen_US
dc.subjectAcademic writingen_US
dc.subjectTheoretical frameworken_US
dc.subjectTurkey-US comparisonen_US
dc.titleComparison of theoretical frameworks of doctoral theses on the field of instructional technology: The Turkey-US caseen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu