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Researchers with different interests try to understand certain aspects of their subject and collaborate with other researchers who have similar interests. This exchange takes place in journal articles. I was wondering what these communities look like. For this purpose, I have extracted and analyzed all articles from three journals: [Computers & Education](https://www.journals.elsevier.com/computers-and-education), [Learning and Instruction](https://www.journals.elsevier.com/learning-and-instruction), [Contemporary Educational Psychology](https://www.sciencedirect.com/journal/contemporary-educational-psychology). These three journals are well known in my field of educational psychology. \n`","pinned":false,"hidden":false,"mode":"ojs"},{"id":17,"value":"md`## How do the communities look like?`","pinned":false,"hidden":false,"mode":"ojs"},{"id":20,"value":"md`In the following visualization I have depicted all collaborations of the three journals since their beginning as graphs. Dots indicate researchers, lines indicate a common mention in at least one publication. The first surprise is that there is typically a central community that determines the discourse. The majority of collaborations never publish with the central researchers of the journal. I suppose these are researchers who do their doctorate and then leave research. The importance of the central community differs between the journals. In Learning and Instruction there is a strong central community, while Computers and Education has a small central community. \n`","pinned":false,"hidden":false,"mode":"ojs"},{"id":23,"value":"FileAttachment(\"communities@1.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":37,"value":"md`Fig 1: Depiction of the entire communities of the three journals.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":41,"value":"md`The picture is quite similar if you just look at the articles of the last five years from 2016. Again, the communities in Computers and Education are more dispersed, while the other two journals have two strong communities. One could also interpret this fact differently and assume that Learning and Instruction and Contemporary Educational Psychology have a clearly defined subject area and therefore researchers tend to collaborate with each other more.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":43,"value":"FileAttachment(\"last_five_years.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":48,"value":"md`Fig 2: Representation of the entire communities of the three journals of the last five years.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":58,"value":"md`The central community of Learning and Instruction, for example, is characterized by the fact that there are a few researchers who drive the discourse forward. These include Tamara van Gog, Katharina Scheiter, Oliver Lüdtke and Reinhard Pekrun. In addition, the graph clearly shows who is collaborating with whom and who is not. The research of Reinhard Pekrun, for example, is very far from the research of Tamara van Gog. `","pinned":false,"hidden":false,"mode":"ojs"},{"id":55,"value":"FileAttachment(\"main_community_learning_instruction.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":64,"value":"md`Fig 3: Main community Learning and Instruction.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":72,"value":"md`This pattern looks quite similar in the central community of Contemporary Educational Psychology. There are however more collaborations between researchers than in Learning and Instruction. Reinhard Pekrun is also an important figure in this journal (right side of the graph). In addition, Oliver Lüdtke seems to contribute central ideas to the journal. `","pinned":false,"hidden":false,"mode":"ojs"},{"id":62,"value":"FileAttachment(\"main_community_contemporary.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":68,"value":"md`Fig 3: Main community Contemporary Educational Psychology.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":79,"value":"md`## Do researchers publish often in journals?`","pinned":false,"hidden":false,"mode":"ojs"},{"id":94,"value":"md`I also wondered how often individual scientists publish in the three journals. I have calculated what percentage of researchers publish how often in the journals. The result is very clear. In each journal more than 50% of the researchers do not publish a second article. Two articles are published by only about 18% of the researchers. This means that there are actually only a few researchers who push the development of a journal over a longer period of time. Most researchers publish once or twice and then never come back.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":84,"value":"FileAttachment(\"number_of_pubs_per_researcher@1.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":89,"value":"md`Fig 4: Percentage of articles published per journal.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":108,"value":"md`But the few researchers who determine the discourse are hard workers. In the chart below you see the top 20 researchers of the three journals. Gwo-Jen Hwang, for example, has over 45 publications in Computers and Education. In the journal Learning and Instruction, Tamara van Gog is the most prominent researcher. These achievements are amazing when you know how long-winded the process of publishing a paper can be.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":102,"value":"FileAttachment(\"top_authors@1.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":105,"value":"md`Fig 5: Top 20 researchers for each journal.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":114,"value":"md`## Which concepts are most frequently discussed?`","pinned":false,"hidden":false,"mode":"ojs"},{"id":125,"value":"md`I also wondered what the main concepts in these three journals are. It turns out that problem solving is a central concept for all three journals. The journal Learning and Instruction often publishes studies that deal with cognitive load, problem solving and conceptual change. Contemporary Educational Psychology is more concerned with self efficacy, achievement goals, reading comprehension and individual differences. Computers and Education is obviously more concerned with collaborative learning. This makes sense, since collaborative learning via the web is a particular challenge. `","pinned":false,"hidden":false,"mode":"ojs"},{"id":118,"value":"FileAttachment(\"words.png\").image()","pinned":false,"hidden":false,"mode":"ojs"},{"id":121,"value":"md`Fig 6: Most discussed concepts in the three journals.`","pinned":false,"hidden":false,"mode":"ojs"},{"id":130,"value":"md`## Conclusion`","pinned":false,"hidden":false,"mode":"ojs"},{"id":133,"value":"md`Analysing journals is fun. I would not have thought that few researchers are so central to a journal. I was also surprised that most researchers publish in a journal a maximum of two times. This could have various reasons. One of these reasons is certainly the fact that many researchers go somewhere else after their doctorate. The analysis has given me even more respect for those researchers who drive the discourse and strive to advance the knowledge of their field. `","pinned":false,"hidden":false,"mode":"ojs"}],"files":"$W31","stdlib":"1","titling":"auto"}