It's rare enough that journals in education look at themselves reflectively, so this is an occasion to be noted. This article from the Australasian Journal of Educational Technology doesn't offer any real surprises, but there are three things to note: first, the highest-cited articles continue to be interpretative and inferential; second, after the change in editorial policy in 2013 "to focus on higher education research and on improving journal submissions" mixed-method studies rose in number; and third, the journal has become more student-centered in that time. Also, maybe it's just me, but I found the citation counts for those years to be quite low: 189 for the top article, 88 for the next, and down from there, as counted by Google Scholar.
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