Abstract

Relatively little is known about open access publishing in educational technology journals that employ a hybrid model which charges authors only if they wish to publish via gold open access. This paper reports on a study that sought to address this gap in the scholarly understanding of open access publishing in hybrid journals that publish research into the intersection of education and technology. Data focussing on the provision of three categories of open access: gold, green, and limited access was collected and analysed regarding their prevalence in the seven-year period from 2010-2017 across 29 journals. Data was gathered from Scopus, Unpaywall, Sherpa RoMEO, and via manual searches of the journal websites, resulting in a dataset comprising the metadata of 8,479 articles. In addition to assessing their prevalence, the cost of publishing gold open access articles in otherwise subscription (hybrid) journals was collected in two timeslots (August 2020 and February 2020) in order to assess article (or author) processing charges (APCs). Our findings highlight that most research remains locked behind paywalls, that open access publishing through legal means is a minority activity for the scholars involved, and that the complexity and costs of legal open access publishing in these journals may be inhibiting the accessibility of research to readers.

Citation

Farrelly, T., Costello, E. & Murphy, T. (2020). "Educational Technology is not Open Education: A large scale empirical study of publications". In Proceedings of EdMedia + Innovate Learning (pp. 910-918). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/217461/.

© 2020 Association for the Advancement of Computing in Education (AACE)