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

Bedenlier, Svenja; Bond, Melissa; Buntins, Katja; Zawacki‐Richter, Olaf; Kerres, Michael

doi:10.1007/978-3-658-27602-7_7

Cited by 33 publications

(36 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…During the execution of this systematic review, we tried to adhere to the method as rigorously as possible. However, several challenges were also encountered -some of which are addressed and discussed in another publication (Bedenlier, 2020b) -resulting in limitations to this study. Four large, general educational research databases were searched, which are international in scope.…”

Section: Limitationsmentioning

confidence: 99%

Mapping research in student engagement and educational technology in higher education: a systematic evidence map

Bond

Buntins

Bedenlier

et al. 2020

Int J Educ Technol High Educ

Self Cite

510

339

View full text Add to dashboard Cite

Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.

show abstract

Section: Limitationsmentioning

confidence: 99%

Mapping research in student engagement and educational technology in higher education: a systematic evidence map

Bond

Buntins

Bedenlier

et al. 2020

Int J Educ Technol High Educ

Self Cite

510

339

View full text Add to dashboard Cite

show abstract

“…PRISMA principles were observed in keeping with Moher et al (2015) to collate relevant articles and to evaluate interventions in aggregate data from 44 articles based on pre-determined eligibility criteria in response to the research questions. Empirically delineating parameters, consolidating the data, and selecting primary data are among the affordances of systematic reviews that provide robust results and unbiased synthesis of the data items (Bedenlier et al, 2020; Hemingway and Brereton, 2009; Liberati et al, 2009; Oakley, 2012). To ensure the relevance and quality of the findings, the study also included a configurative systematic approach to address less configurative elements (Thomas & Harden, 2008).…”

Section: Methodsmentioning

confidence: 99%

Teacher identity in technology-assisted language learning: Challenges and affordances

Bahari

2022

E-Learning and Digital Media

View full text Add to dashboard Cite

The majority of studies on second/foreign language teacher identity have explored the face-to-face environment compared to the technology-assisted language learning (TALL) environment. The paucity of research despite the significance of teacher identity served as the rationale to conduct a systematic review. Scopus and Web of Science indexed journal articles on language teacher identity that met the predetermined exclusion-inclusion criteria were systematically reviewed. Forty-four articles published between 2010 and 2020 were reviewed to convey the reported affordances and challenges of distance learning for language teacher identity. Pedagogically, the findings inform pre-service and practicing teachers who seek a better understanding of teacher identity in TALL in terms of affordances and challenges. Theoretically, the findings shed light on the future research trend and inform researchers about the most frequently reported challenges that need to be addressed concerning L2 teacher identity.

show abstract

“…As for the data collection techniques used different methods and mixed collection data tools in the phase that is the object of this study, it is used, initially a literature review and a systematic review (Bedenlier et al,2020;Newman et al, 2020;Zawacki-Richter et al, 2020). Has been used to review the Rayyan software that is a free web-based systematic review platform (Ouzzani et al 2016) which has been specifically designed to carry out systematic reviews, its design accelerated the synthesis process and trend identification.…”

Section: Methodsmentioning

confidence: 99%

The Crux of Mobile Learning: Key Aspects in Teaching With Mobile Devices

2021

Proceedings of the International Conferences Mobile Learning 2021 (ML 2021) and Educational Technologies 2021 (ICEduTech 2021)

View full text Add to dashboard Cite

This work aims to analyze and validate the didactic elements to implement mobile learning in education and to provide teachers with specific actions to consider in the process of designing, implementing and evaluating mobile devices in their classroom. The research was designed according to Design-Based Research in which has allowed us to sequence the process from phases: this article presents the first phase of the validation process of the didactic elements of mobile learning selected from the literature review, systematic review and based on expert judgement evaluation. The findings derive a seven-category cluster: academic knowledge of the content; methodological strategies; activities; evaluation; mobile resources; technological learning spaces and teachers. The main results could be useful so they can later be applied by the teachers on didactic mobile learning design in their classrooms.

show abstract

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

Cited by 33 publications

References 35 publications

Mapping research in student engagement and educational technology in higher education: a systematic evidence map

Mapping research in student engagement and educational technology in higher education: a systematic evidence map

Teacher identity in technology-assisted language learning: Challenges and affordances

The Crux of Mobile Learning: Key Aspects in Teaching With Mobile Devices

Contact Info

Product

Resources

About