SYNCHRONOUS COMMUNICATION TECHNOLOGIES AND STRATEGIES IN ONLINE EDUCATION FOR THE ENHANCEMENT OF THE LEARNING EXPERIENCE: A SYSTEMATIC LITERATURE REVIEW

2020 ◽  
Author(s):  
Dimitrios Vlachopoulos ◽  
Roel Bellinga
Keyword(s):  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Learning Experience ◽  
Communication Technologies ◽  
Synchronous Communication

scholarly journals The Effects of Gamification in Online Learning Environments: A Systematic Literature Review

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 32 ◽  
Author(s):  
Alessandra Antonaci ◽  
Roland Klemke ◽  
Marcus Specht
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Online Learning Environments ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Number Of Publications ◽  
Game Elements

Gamification has recently been presented as a successful strategy to engage users, with potential for online education. However, while the number of publications on gamification has been increasing in recent years, a classification of its empirical effects is still missing. We present a systematic literature review conducted with the purpose of closing this gap by clarifying what effects gamification generates on users’ behaviour in online learning. Based on the studies analysed, the game elements most used in the literature are identified and mapped with the effects they produced on learners. Furthermore, we cluster these empirical effects of gamification into six areas: performance, motivation, engagement, attitude towards gamification, collaboration, and social awareness. The findings of our systematic literature review point out that gamification and its application in online learning and in particular in Massive Online Open Courses (MOOCs) are still a young field, lacking in empirical experiments and evidence with a tendency of using gamification mainly as external rewards. Based on these results, important considerations for the gamification design of MOOCs are drawn.

scholarly journals Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

2021 ◽  
Vol 20 (1) ◽  
pp. 323-341
Author(s):  
Jaafaru Aliyu ◽  
Sharifah Osman ◽  
Mohd Fadzil Daud ◽  
Jeya Amantha Kumar
Keyword(s):  
Literature Review ◽  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Systematic Literature Review ◽  
Communication Technologies ◽  
Exclusion Criteria ◽  
Intervention Impact ◽  
Information And Communication ◽  
Concrete Materials ◽  
Meta Analyses

Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.

Information and communication technologies in food services and restaurants: a systematic review

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Reyes Gonzalez ◽  
Jose Gasco ◽  
Juan Llopis
Keyword(s):  
Literature Review ◽  
Information And Communication Technologies ◽  
Systematic Literature Review ◽  
Journal Citation Report ◽  
Essential Element ◽  
Communication Technologies ◽  
Food Services ◽  
Content Type ◽  
Information And Communication ◽  
Tourism And Hospitality

Purpose Information and communication technologies (ICTs) are a key player in the food services and restaurants sector; thus, the aim of this work consists in studying the previous research on ICTs in food services and restaurants in the context of tourism and hospitality through a systematic literature review. Design/methodology/approach The systematic literature review is performed on full papers published in journals included in the Journal Citation Report of the WoS in the category of Hospitality, Leisure, Sport and Tourism. A total of 165 articles from 28 journals are analyzed, following different criteria, such as the research methods, perspectives, statistical techniques, geographical focus, topics, technologies, authors and universities. Findings The restaurant sector is more and more based on the creation of experiences and ICTs, through their multiple possibilities, can undoubtedly contribute to adding value to the simple meal and create and recreate experiences to attract and retain customers who are increasingly sophisticated and hooked on ICTs. ICTs are basic for managers taking decision at the highest level in food services and restaurants, so ICTs should not be seen as a technical tool but as an essential element for top management. Research limitations/implications This paper examined articles from very well-known tourism and hospitality journals, leaving aside others as well as different publication formats such as books or papers presented at conferences. Originality/value A significant contribution made with this paper is the availability of a list of topics in the context of ICTs in food services and restaurants. These topics are classified into three areas (Consumers, Suppliers and Environment and Tendencies) that can serve as a future research framework. The paper also provides useful information to restaurant managers about ICTs, to researchers for their future projects and to academics for their courses.

scholarly journals Human Coaching Methodologies for Automatic Coaching (eCoaching) – a Systematic Literature Review of Behavior Intervention with Information and Communication Technologies (Preprint)

2020 ◽  
Author(s):  
Ayan Chatterjee ◽  
Martin Gerdes ◽  
Andreas Prinz ◽  
Santiago Martinez
Keyword(s):  
Literature Review ◽  
Information And Communication Technologies ◽  
Goal Setting ◽  
Systematic Literature Review ◽  
Healthy Lifestyle ◽  
Communication Technologies ◽  
Behavior Intervention ◽  
Lifestyle Management ◽  
Coaching Methods ◽  
Information And Communication

BACKGROUND We review conventional human coaching methodologies following a systematic literature review approach to identify coaching methods, approaches, and components relevant for human coaching. Then, we learn how those identified methods, approaches, and components can be utilized to improve an electronic coaching (eCoaching) process for the promotion of a healthy lifestyle with the support of information and communication technologies (ICT). OBJECTIVE This study aims at the identification of existing human coaching methodologies for behavior intervention and their applicability for healthy lifestyle management utilizing ICT. METHODS We performed a systematic literature review, as proposed by Wendler, to search the scientific databases EBSCOhost, Scopus, ACM, Nature, SpringerLink, IEEE Xplore, MDPI, Google Scholar, and PubMed for publications that included personal coaching (from 2000 to 2019), persuasive eCoaching, and behavior intervention for a healthy lifestyle (from 2014 to 2019). The PRISMA framework was used for evidence-based systematic review and meta-analysis. RESULTS The systematic search resulted in 54 publications, including 47 papers and 7 books. 33 of those publications were related to behavior intervention eCoaching, and the remaining 21 were on human coaching. The most utilized persuasive eCoaching components were intervention (n=10) , personalization (n=8), interaction and co-creation (n=7), goal setting and evaluation (n=6), automation (n=6), and persuasion (n=4). The most relevant aspects for human coaching were behavior (n=18), methodology (n=5), psychology (n=4), and mentoring (n=4). In this study, we have focused on the principles of coaching methodologies to understand the psychology, behavioral science, coaching philosophy, essential coaching components for effective coaching, and associated challenges related to coaching. We have discussed how we can integrate the obtained knowledge into the eCoaching process for healthy lifestyle management using ICT. The identified principles of coaching, relevant for eCoaching were knowledge, coaching skill, observation, interaction, ethics, trust, efficacy study, coaching experience, pragmatism, intervention, goal setting, and evaluation. CONCLUSIONS This systematic literature review selected principles, associated strengths, and limitations for behavior intervention from established coaching methods. The identified principles of coaching point towards integrating human psychology in eCoaching to develop effective intervention plans for healthy lifestyle management and overcome existing limitations. It serves as a basis for further research with a focus on designing, development, testing, and evaluation of an intelligent eCoach system's performance for the automatic generation of meaningful, evidence-based, context-specific, personalized recommendations to achieve personal wellness goals

scholarly journals Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

2021 ◽  
Vol 15 ◽  
pp. 183449092199143
Author(s):  
Päivi Timonen ◽  
Heli Ruokamo
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Practical Implementation ◽  
Community Of Inquiry Framework

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

scholarly journals Elaboration of a Model of Temporary Cooperation in Tourism’ Destination Promotion A Systematic Literature Review

2020 ◽  
Vol 16 (28) ◽  
Author(s):  
Maria Garbelli
Keyword(s):  
Literature Review ◽  
Information And Communication Technologies ◽  
Systematic Literature Review ◽  
Manufacturing Industry ◽  
Virtual Enterprise ◽  
Communication Technologies ◽  
Tourism Industry ◽  
The Body ◽  
Information And Communication

The literature considers cooperation as the best way for a region to achieve a competitive advantage in global, digital markets, and as taking a key role in achieving the promotion of a comprehensive, sustainable destination. In recent years, the body of research on cooperation in tourism has grown considerably, listing several opportunities for decreasing competitive pressure among local tourism actors, while gaining the superior advantages of collaboration. At the same time, the literature does not suggest particular models of cooperation for the tourism industry, as most are borrowed from the manufacturing industry, where cooperation seems widely used and further adapted for the tourism domain. Through an in-depth systematic literature review, this paper matches the theories on cooperation in tourism with the concept of temporary cooperation, in order to adapt a model widely considered in several domains, the virtual enterprise (VE), to the peculiarities of the tourism industry. The adaptation is considered according to the particularities of the tourism industry, and especially when cooperation involves local tourism authorities in global turbulent markets. A cycle model consisting of nine-stages life was built, highlighting the main features of a temporary alliance among authorities: the pivotal role of the destination management organization, the relevance of information and communication technologies for the VE’s operability, the short lifetime of the VE, and the destination’s overall promotion.

scholarly journals Instructor strategies to aid implementation of active learning: a systematic literature review

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kevin A. Nguyen ◽  
Maura Borrego ◽  
Cynthia J. Finelli ◽  
Matt DeMonbrun ◽  
Caroline Crockett ◽  
...  
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Experience ◽  
Behavioral Outcomes ◽  
Behavioral Responses ◽  
Affective Outcomes ◽  
Traditional Lecture ◽  
Learning Facilitation ◽  
Future Work

Abstract Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion To increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.

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