Providing Feedback for Students in E-Learning Systems: a Literature Review, based on IEEE Explore Digital Library

Shvets, Oleg; Murtazin, Kristina; Piho, Gunnar

doi:10.1109/educon45650.2020.9125344

Cited by 6 publications

(4 citation statements)

References 32 publications

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“…Figure 7 shows that in research on DL, the dominant keywords are digital libraries and human. They are closely related to concepts such as e-learning, education, and systematic reviews (Rouleau et al, 2019;Shvets et al, 2020). This relationship can be seen from the distance and thickness of the lines connecting them to "digital libraries" (Oyewola & Dada, 2022).…”

Section: Lmsmentioning

confidence: 99%

How the Evolution and Track of Several Digital Technologies in Science Education?

Nisa',

Indriana Safitri,

Mubarok

2024

J. penelitian. pendidik. sains

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Objective: Digital technologies have significantly impacted science education. This research uses a bibliometric analysis to analyze the evolution of various digital technologies in science education. Method: The research uses the PRISMA method to conduct a systematic review using the Scopus database. Results: LMS was the highest publication and citation in the last five years. DL and LMS publications increased, but DA decreased. DL, LMS, DA, and EA publications dominate article papers. SC and ILS dominated conference papers. 57% of DT researchers are European, with 19% from Asian and North American researchers. Twenty-four sources are participating in DT research. Many universities in America, such as Harvard University, Stanford University, MIT, and Berkeley University, the University of California have extensive facilities for participating in DL, LMS, DA, EA, SC, and ILS research. Novelty: This research is essential to educators, researchers, and policymakers to provide insights on improving digital teaching technologies, inform policy, and promote interdisciplinary collaboration. It also offers an overview and research trend of DT in science education research and its opportunities for researchers, librarians, digital developers, educators, and policymakers to develop further research, education, and technology. Further research can be conducted based on the scope of mathematics or physics education, especially to investigate specific skills or STEAM.

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Section: Lmsmentioning

confidence: 99%

How the Evolution and Track of Several Digital Technologies in Science Education?

Nisa',

Indriana Safitri,

Mubarok

2024

J. penelitian. pendidik. sains

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“…The first category of papers included previous similar review articles on e-learning personalisation methods. This category aimed to determine what previous review studies had been [106,169,186,244,266] Recommender systems [109,151,155,156,159,200,235,257] Resource sequencing [19] Adaptation to different learning modalities [263] II What is being adopted Navigation/learning paths [19] Personalised feedback [48,247] Assessment [15] Presentation style [274] III Potential benefits Motivation and engagement [36,236,244] Effectiveness [271] Social effects [236] Identifying student at risk [36] Pedagogical aspects [37] conducted by other scholars and provided a brief background of the field of e-learning personalisation.…”

Section: Selection Of Publicationsmentioning

confidence: 99%

“…The efficiency of various feedback styles in student learning has been explored in references [48,217,247]. The authors researched how students acted on their feedback and interrogated the hypothesis that providing secluded feedback is enough to affect students' higher quality of learning.…”

Section: Adaptive Feedbackmentioning

confidence: 99%

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Personalisation methods in e‐learning‐A literature review

Mikić¹,

Ilić²,

Kopanja³

et al. 2022

Comp Applic In Engineering

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Over the years, personalisation in e‐learning has evolved as a promising paradigm for matching learners' specific requirements. Although many literature reviews on personalised e‐learning have been conducted, there are still voids and limitations in the comprehensive literature survey regarding how personalisation might occur in e‐learning environments and benefit the teaching and learning process. In addition, no design guidelines, frameworks, or tools to guide its implementation exist, so practice can vary widely. The principal purpose of this literature review is to examine the subject, provide insights into the use of personalised techniques and systems in e‐learning, and investigate its impact on the engagement and success of the students. This study applies methods of precise selection criteria to determine which of the selected publications have the strongest interconnection and relevance with the topic of e‐learning personalisation. It also categorises the personalisation techniques employed by each identified system and highlights new perspectives and advances in the area.

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