Design, development, and evaluation of an online tutorial for “systematic searching in PubMed and Scopus” based on GOT-SDT framework

Mirhosseini, Fakhrosadat; Batooli, Zahra

doi:10.1016/j.acalib.2021.102439

Cited by 5 publications

(6 citation statements)

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“…Thus, we anticipate that the prevalence of the Structural Equation Model will persist for at least another decade. Other less complex statistical analyses, such as factor analysis [46], regression analysis [66,67], correlation analysis [39,44,68], MANOVA [22], MANCOVA [72], and nonparametric analyses such as the Mann-Whitney test [38,41], are also appropriate for future research.…”

Section: Methodological and Statistical Approachesmentioning

confidence: 99%

“…For the full spectrum of SDT as posited by Rosli and Saleh [3], nine articles (18.37 percent) were published from this perspective. Typically, intrinsic motivation, identified regulation, external regulation, and amotivation were integrated as the SDT paradigm for the full spectrum of SDT [24,25,[38][39][40][41][42][43][44][45].…”

Section: Sdt Factorsmentioning

confidence: 99%

“…Structural Equation Model leading the analysis technique either using the Covariance-Based Structural Equation Model (CB-SEM) [25,43,50,[58][59][60][61][62][63] or the Partial-Least Square Structural Equation Model (PLS-SEM) [14,21,42,64,65]. Other quantitative analysis such as regression [66,67], correlation [39,44,68], and ANOVA [17,18,69,70] were also implemented in the sampled research. The qualitative analysis involved popular analysis techniques such as thematic [15,23,47,56].…”

Section: Research Approaches and Statistical Analysismentioning

confidence: 99%

“…In addition to basic psychological need, research also appears to include amotivation [46]. For a substantial portion of the studies, SDT is implemented through the use of intrinsic motivation, identified regulation, external regulation, and amotivation [38,39,41,43]. We suggest, based on the sampled article, that a research gap exists, namely, less emphasis is placed on understanding human motivation using SDT by integrating all of its components into a single package.…”

Section: Sdt Factors To Be Included In Researchmentioning

confidence: 99%

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Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps

et al. 2022

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Self-Determination Theory (SDT) has been studied to comprehend human motivation, particularly in education. Numerous studies have been conducted at universities regarding online learning as a technology to mitigate the effects of COVID-19. On the basis of these expansions, however, there is a knowledge gap regarding what constitutes advancement, future direction, and research gaps regarding SDT in university online learning. This new systematic literature review analyzed 49 articles using PRISMA to bridge the knowledge gap. Currently, SDT research in online learning at university does not extensively integrate other theories and models, but there is a trend toward acceptance models and cognitive theories. Future research should incorporate additional SDT factors such as intrinsic motivation, external regulation, identified regulation, and amotivation in addition to autonomy, competence, and relatedness. As most research samples students, a research gap involving lecturers and mixed groups is suggested. The future is anticipated to be dominated by quantitative research, leaving qualitative and mixed methods as points of exploration. This review sheds light on the advancements, future direction, and research gaps regarding SDT in university-level online learning. It could serve as a basis for future research in SDT within the context of online education.

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Section: Methodological and Statistical Approachesmentioning

confidence: 99%

Section: Sdt Factorsmentioning

confidence: 99%

Section: Research Approaches and Statistical Analysismentioning

confidence: 99%

Section: Sdt Factors To Be Included In Researchmentioning

confidence: 99%

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Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps

et al. 2022

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“…Since they are in themselves online programs, so digital tool is present. Thus, some use interactive elements such as quizzes (some of them with badges), multimedia applications and videos, collaborative platforms, mobile applications, gamification, and augmented reality-supported educational escape activity [29,31,[35][36][37][39][40][41][42][43]45]; other interventions are based on encouraging discussion forums or peer feedback mechanisms, or use Chatbot [15,30,38]; other studies have explored more thoroughly the role of the teacher who is committed to giving special importance to teacher support and flexibility, and emphasize the importance of communication and a professional appearance on the part of the instructor [28,44]; other research gives importance to the use of personalized learning activities [34].…”

Section: Article Analysismentioning

confidence: 99%

Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal

2023

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Background: The development of quality education, as stated by the United Nations in the 4th Sustainable Development Goal of the 2030 Agenda, is a very relevant aspect to work on, and specifically, motivation can play an important role. Consequently, the development of intrinsic motivation (IM) in university education and searches for possible interventions have increased exponentially in the last decade. However, no reviews have been published analyzing the interventions and the results obtained. Therefore, the purpose of this review was to systematically analyze the development of IM in online education through the different intervention programs carried out in university teaching. Methods: A systematic review of PubMed, Web of Sciences and Scopus was performed according to PRISMA guidelines. Results: Of the 255 studies initially identified, 17 were thoroughly reviewed, and all interventions and outcomes were extracted and analyzed. Most of the interventions achieved better outcomes after implementation. Five types of possible courses of action to promote IM have been identified. Conclusions: It is worth highlighting the unanimity found regarding the importance of proposing specific approaches based on the development of IM in university online teaching since it promotes satisfaction regarding studying and greater involvement of students.

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Thematic scope of workshops offered by the libraries of the top universities

Sapa

2024

The Journal of Academic Librarianship

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Design, development, and evaluation of an online tutorial for “systematic searching in PubMed and Scopus” based on GOT-SDT framework

Cited by 5 publications

References 50 publications

Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps

Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps

Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal

Thematic scope of workshops offered by the libraries of the top universities

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