Systematic review methodology in higher education

Bearman, Margaret; Smith, Carl; Carbone, Angela; Slade, Susan C; Baik, Chi; Hughes‐Warrington, Marnie; Neumann, David L.

doi:10.1080/07294360.2012.702735

Cited by 204 publications

(152 citation statements)

References 21 publications

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“…We reviewed studies which used a range of methods -quantitative, qualitative and mixed methods -so we could not make the exact comparisons needed for the more common quantitative systematic review or meta-analysis. For more on the methodology of qualitative systematic reviews, see Bearman et al (2012).…”

Section: Introductionmentioning

confidence: 99%

What examiners do: what thesis students should know

Golding

Sharmini

Lazarovitch

2013

Assessment & Evaluation in Higher Education

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Although many articles have been written about thesis assessment, none provide a comprehensive, general picture of what examiners do as they assess a thesis. To synthesise this diverse literature, we reviewed 30 articles, triangulated their conclusions and identified 11 examiner practices. Thesis examiners tend to be broadly consistent in their practices and recommendations; they expect and want a thesis to pass, but first impressions are also very important. They read with academic expectations and the expectations of a normal reader. Like any reader, thesis examiners get annoyed and distracted by presentation errors, and they want to read a work that is a coherent whole. As academic readers, examiners favour a thesis with a convincing approach that engages with the literature and the findings, but they require a thesis to be publishable research. Finally, examiners give not only a final evaluation of a thesis, but also instruction and advice to improve the thesis and further publications and research. We hope that these generalisations will demystify the often secret process of assessing a thesis, and reassure, guide and encourage students as they write their theses.

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Section: Introductionmentioning

confidence: 99%

What examiners do: what thesis students should know

Golding

Sharmini

Lazarovitch

2013

Assessment & Evaluation in Higher Education

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“…In addition, to find out the percentage of courses in which the codes appear, a descriptive statistical analysis (Bearman et al, 2012) was been carried out so that the dominant tendencies in the pedagogic design of these types of courses could be identified. The analysis of each course has also been discussed and compared in order to perform a process of triangulation between experts (Johnson & Turner, 2003).…”

Section: Category Codesmentioning

confidence: 99%

The Pedagogic Architecture of MOOC: A Research Project on Educational Courses in Spanish

Díaz¹,

Hoyos²,

Salvador³

2017

IRRODL

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“…The systematic review methodology draws on the Cochrane handbook, and the key features of conducting a systematic review in an explicit, reproducible and methodological way as presented in Bearman et al (2012):…”

Section: Methods Of the Systematic Reviewmentioning

confidence: 99%

“…While the systematic review methodology has been commonly used in educational practice in healthcare over the last two decades, and had a great impact of what is known as an Bevidence-based practice^, the use outside of medicine has been limited (Bearman et al 2012). The benefits of doing systematic reviews are several: ideally a well-executed literature review should make studies assessable and guide the reader towards the literature.…”

Section: Introductionmentioning

confidence: 99%

Simulators in bridge operations training and assessment: a systematic review and qualitative synthesis

Sellberg

2016

WMU J Marit Affairs

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This article presents a systematic review and qualitative synthesis of the use of simulators in maritime education and training (MET), with a focus on bridge operations during navigation training and assessment. The review found 34 articles published in a wide range of academic journals, displaying a global field of research consisting of three main disciplines: Maritime professionals (n = 15), Human factors (n = 13) and Education (n = 6). An important conclusion made after synthesising the results of the studies is that while the potential of using simulators in training and assessment are clear, little is known about which instructional practices would ensure valid and reliable results of simulator-based education. Since MET institutions train their students for one of the most safety-critical industries in the world, there is a need for empirical studies that explore the use of simulator-based training and assessment further to lay the foundation for an evidence-based educational practice.

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Systematic review methodology in higher education

Cited by 204 publications

References 21 publications

What examiners do: what thesis students should know

What examiners do: what thesis students should know

The Pedagogic Architecture of MOOC: A Research Project on Educational Courses in Spanish

Simulators in bridge operations training and assessment: a systematic review and qualitative synthesis

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