## 4 Discussion
However, different journals cover different research areas. So, although they are not specialized in technology-enhanced learning, when articles of these journals investigate topics related to \(\mathrm{TEL}\), they address issues that might not be covered in \(\mathrm{TEL}\)-specialized journals. In conclusion, the limitation to 12 high-ranked journals in the overall field of education might seem like a limitation, since only three of them specialize in \(\mathrm{TEL}\). However, choosing these specific journals created the broad base necessary to identify the different aspects that could possibly be considered when implementing \(\mathrm{TEL}\) approaches. Additionally, although only journals which provide full-text download and are accessible at our home university are part of the study, this broad base is not limited further, since all publications of the finally chosen journals are accessible and with 12 high-ranked journals and a total of 4567 publications, a significant number is considered in this study. \begin{table}
\begin{tabular}{l l} \hline \hline \multicolumn{1}{c}{**Addressed aspects of existing**} \\ \multicolumn{1}{c}{**methodologies**} & \multicolumn{1}{c}{**Categories of proposed model**} \\ \hline Economic aspects [3] & Business aspects \\ Technical aspects [3] & Technical infrastructure aspects, technology-related aspects \\ Didactical aspects [3] & Teachers’ teaching aspects, course-related aspects, instruction aspects \\ Organizational general conditions [3] & Business aspects, technical infrastructure aspects \\ Learning outcomes [5] & Learning success \\ Social aspects [6] & Social aspects \\ Technological aspects [3] & Technical infrastructure aspects, technology-related aspects \\ Assessment techniques [7] & Support processes, learning success, course-related aspects \\ Teacher training [7] & Requirements on teachers \\ Perception [8] & Mindset \& feelings during \(\mathrm{TEL}\) \\ Attention [8] & Cognitive aspects \\ Cognitive load [8] & Cognitive aspects \\ Coding [8] & Cognitive aspects \\ Retrieval/transfer [8] & Cognitive aspects, learning success, learners’ learning aspects \\ Metacognition [8] & Cognitive aspects, learning success, self-regulation aspects \\ Marketing and recruitment [9] & Business aspects, acceptance aspects, motivational aspects \\ Financial management [9] & Business aspects \\ Quality assurance [9] & Business aspects \\ Student retention [9] & Learning success \\ Faculty development [9] & Requirements on teachers \\ Online course design [9] & Course-related aspects, technical infrastructure aspects \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Comparison of identified categories/aspects and addressed aspects of existing methodologies. The results can be seen in Figure 1. The identified aspects cover a broad area from different research fields, such as psychology of learning, pedagogics, and informatics. However, the chosen terms in the model should be verified and if necessary narrowed down by experts in these distinct fields, in order to create a finally accurate model. Finally, when comparing existing methodologies and the aspects addressed by them (see Introduction), it can be said that all aspects can be found in the defined categories of the proposed model of this study. Moreover, in the proposed model, firstly more categories and aspects are addressed than in all described existing methodologies together and secondly, the proposed categories are more detailed than in the described existing methodologies. Table 3 shows the detailed comparison between the addressed aspects of existing methodologies and the categories of the proposed model of this study. For this reason, the pedagogical aspects often addressed in the existing approaches are not explicitly listed because these aspects can be found in several categories of the proposed model.