scholarly journals Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology

2019 ◽  
pp. 111-127 ◽  
Author(s):  
Svenja Bedenlier ◽  
Melissa Bond ◽  
Katja Buntins ◽  
Olaf Zawacki-Richter ◽  
Michael Kerres
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Learning By Doing

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals Developing Smart Learning Environments in Line with the Future Requirements of Artificial Intelligence: Saudi Universities

2022 ◽  
pp. 1-8
Author(s):  
Salim Alanazy
Keyword(s):  
Artificial Intelligence ◽  
Systematic Review ◽  
Educational Technology ◽  
Learning Environments ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Study Results ◽  
The Future ◽  
Challenges And Opportunities ◽  
E Learning

The current study aims to develop smart learning environments in Saudi universities in line with the future requirements of artificial intelligence. To achieve this goal, a systematic review was conducted on studies published on Scopus and Google Scholar databases from 1990 until 2021 on the development of e-learning in the light of artificial intelligence (in addition to the relevant Arab studies). First, a list of challenges and opportunities for developing smart learning environments according to the future requirements of artificial intelligence was composed. Then, a questionnaire was prepared and reviewed by several academic experts in educational technology in Saudi universities. The study results include many challenges expected to be encountered in the smart learning environments in Saudi universities concerning the future preconditions for artificial intelligence. It also presented a number of opportunities and procedures for facing such challenges and exploiting the opportunities. Finally, some recommendations and suggestions were presented.

scholarly journals What China Can Learn From Evidence-Based Educational Reform? A Comparative Review of Educational Technology Programs’ Effects on Mathematics Achievement

2020 ◽  
pp. 209653112094441
Author(s):  
Chen Xie
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Mathematics Achievement ◽  
Evaluation Studies ◽  
Chinese Mainland ◽  
Research Quality ◽  
Evidence Based ◽  
Comparative Review ◽  
Technology Programs ◽  
The U.S

Purpose: This review contrasts the U.S. and Chinese mainland in terms of educational technology programs’ effects on mathematics achievement. The existing evaluation studies are assessed and compared, especially from the perspective of research quality. Moreover, this review finds out what intervention programs work in these two countries and classifies evidence levels of effective programs. Design/Approach/Methods: A systematic review and meta-analysis method is used. Findings: The application of educational technology programs produced a better effect in Chinese mainland than in the U.S., however, the quantity and quality of evaluation studies is concerning in Chinese mainland. Since 2010, four programs in the U.S. and one program in Chinese mainland have qualified for strong evidence of effectiveness, which are worthy of receiving scale-up grants. Originality/Value: This is the first systematic review to contrast the U.S. and China in terms of educational technology programs’ effects on mathematics achievement. Determining what works through high-quality experiments is probably the most important requirement for evidence-based reform in education. This review compares the developments of the U.S., a leader of the movement, with those of China, an undecided observer. The review may provide enlightenment for the undecided countries and regions.

scholarly journals The conceptualisation of cognitive tools in learning and technology: A review

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Azar Pakdaman-Savoji ◽  
John Nesbit ◽  
Natalia Gajdamaschko
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Distributed Cognition ◽  
Research Literature ◽  
Learning Technologies ◽  
Cognitive Tools ◽  
Cognitive Tool ◽  
Technology And Learning ◽  
Soviet Psychology ◽  
Definition Of

The term cognitive tool has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-à-vis learning and development is traced from Vygotsky and Soviet psychology through to its use in current educational technology and learning design. Second, we present a systematic review of cognitive tools in peer-reviewed research literature. We found the term cognitive tool was often used vaguely or with extreme generality. When used more specifically, it referred to communication methods such as visualisations, metaphors, symbols, and hypermedia; or interactive interfaces and environments such as templates, databases, simulations, games, and collaborative media. We offer a definition of software-based cognitive tools founded on the attributes of representation, interactivity, and distributed cognition, which commonly feature in the work of influential theorists; and we explain implications of the definition for designing, evaluating, and researching learning technologies.

Science Mapping as a Learning-by-Doing Educational Technology Tool for Doctoral Education

2020 ◽  
Vol 10 (3) ◽  
pp. 57-77
Author(s):  
Maryam Nejma ◽  
Abdelghani Cherkaoui
Keyword(s):  
Educational Technology ◽  
Learning By Doing ◽  
Lessons Learned ◽  
Third Party ◽  
Classical Literature ◽  
Research Experience ◽  
Educational Approach ◽  
Science Mapping ◽  
Literature Reviews ◽  
Technology Tool

The dynamic and fast-growing research literature is currently decreasing research student ability to pinpoint the relevant information and easily develop critical reflectivity. This article describes the experience of a beginner doctoral researcher using science mapping to perform efficiently a comprehensive literature review. The reported review includes the methodological steps, lessons learned, and difficulties faced under challenging review conditions: lack of any third-party support, lack of bibliometric training, and lack of reviewer research experience. The reported experience showed positive results in term of efficiency, rigor, time/effort, and learning value and highlighted how the process induced in the doctoral researcher self-learning, innovative thinking, reflectivity, and a push for novelty comparing to classical literature reviews. This experience successfully assesses science mapping as an educational technology tool for reviewing literature for lay researchers. The paper is a call to disseminate science mapping in doctoral courses as a learning-by-doing educational approach for literature reviews.

Learning by doing-teaching systematic review methods in 8 weeks

2014 ◽  
Vol 5 (3) ◽  
pp. 254-263 ◽  
Author(s):  
Tianjing Li ◽  
Ian J. Saldanha ◽  
S. Swaroop Vedula ◽  
Tsung Yu ◽  
Lori Rosman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Learning By Doing ◽  
Systematic Review Methods

scholarly journals Drivers, Processes, and Outcomes of the STI and DUI Modes of Innovation: A Systematic Review

2021 ◽  
Author(s):  
Daniela M. Santos ◽  
Sara M. Gonçalves ◽  
Manuel Laranja
Keyword(s):  
Systematic Review ◽  
Web Of Science ◽  
Learning By Doing ◽  
Innovation Networks ◽  
Technology And Innovation ◽  
Innovation Research ◽  
Science Technology ◽  
Innovation Modes ◽  
Modes Of Innovation ◽  
Science Technology And Innovation

Two promising streams of research in innovation involve the innovation stemming from the interaction of multiple actors (i.e. innovation networks) and innovation modes [the modes focused on science, technology, and innovation (STI) and learning by doing, using, and interacting (DUI)]. However, scholars have not exerted much effort in cross-referencing these two literature streams. Following a protocol to conduct a systematic review of the literature, through Scimago journals ranking (Q1 and Q2 classification) available at the Web of Science and B-On databases, this study considered 44 articles for eligibility. Moreover, it systematically considers the key features of innovation emerging from DUI networks versus STI networks. Finally, it contributes to future innovation research by comprehensively reviewing the drivers, processes, and outcomes of the STI and DUI innovation emerging from networks.

scholarly journals Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

2020 ◽  
pp. 126-150 ◽  
Author(s):  
Svenja Bedenlier ◽  
Melissa Bond ◽  
Katja Buntins ◽  
Olaf Zawacki-Richter ◽  
Michael Kerres
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Educational Technology ◽  
Student Engagement ◽  
Language Learning ◽  
Assessment Tools ◽  
Negative Dimension ◽  
Arts And Humanities ◽  
Behavioural Engagement ◽  
Feeling Overwhelmed

Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

The effects of low-ratio n-6/n-3 PUFA on biomarkers of inflammation: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen
Keyword(s):  
Systematic Review ◽  
Fatty Acid ◽  
Polyunsaturated Fatty Acid ◽  
Meta Analysis ◽  
Chain Polyunsaturated Fatty Acid ◽  
Inflammation Markers ◽  
Pufa Supplementation ◽  
Long Chain

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.

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