Performing Systematic Literature Reviews With Novices: An Iterative Approach

Lavallee, Mathieu; Robillard, Pierre N.; Mirsalari, Reza

doi:10.1109/te.2013.2292570

Cited by 44 publications

(40 citation statements)

References 24 publications

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“…Completeness bias Individuals select material for carrying out a literature review that is biased toward reaching specific conclusions (Lavallée, Robillard, & Mirsalari, 2014).…”

Section: Confirmation Biasmentioning

confidence: 99%

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A Social Machine for Transdisciplinary Research

G Lebow

2018

InformingSciJ

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Aim/Purpose: This paper introduces a Social Machine for collaborative sensemaking that the developers have configured to the requirements and challenges of transdisciplinary literature reviews. Background: Social Machines represent a promising model for unifying machines and social processes for a wide range of purposes. A development team led by the author is creating a Social Machine for activities that require users to combine pieces of information from multiple online sources and file types for various purposes. Methodology: The development team has applied emergent design processes, usability testing, and formative evaluation in the execution of the product road map. Contribution: A major challenge of the digital information age is how to tap into large volumes of online information and the collective intelligence of diverse groups to generate new knowledge, solve difficult problems, and drive innovation. A Transdisciplinary Social Machine (TDSM) enables new forms of interactions between humans, machines, and online content that have the potential to (a) improve outcomes of sensemaking activities that involve large collections of online documents and diverse groups and (b) make machines more capable of assisting humans in their sensemaking efforts. Findings: Preliminary findings suggest that TDSM promotes learning and the generation of new knowledge. Recommendations for Practitioners: TDSM has the potential to improve outcomes of literature reviews and similar activities that require distilling information from diverse online sources. Recommendation for Researchers: TDSM is an instrument for investigating sensemaking, an environment for studying various forms of human and machine interactions, and a subject for further evaluation. Impact on Society: In complex areas such as sustainability and healthcare research, TDSM has the potential to make decision-making more transparent and evidence-based, facilitate the production of new knowledge, and promote innovation. In education, TDSM has the potential to prepare students for the 21st century information economy. Future Research: Research is required to measure the effects of TDSM on cross-disciplinary communication, human and machine learning, and the outcomes of transdisciplinary research projects. The developers are planning a multiple case study using design-based research methodology to investigate these topics.

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“…Completeness bias Individuals select material for carrying out a literature review that is biased toward reaching specific conclusions (Lavallée, Robillard, & Mirsalari, 2014).…”

Section: Confirmation Biasmentioning

confidence: 99%

“…Ingroup favoritism Group members demonstrate limited willingness to share knowledge with or value the contributions from individuals outside of their own discipline or community of practice (Lavallée et al, 2014).…”

Section: Confirmation Biasmentioning

confidence: 99%

A Social Machine for Transdisciplinary Research

G Lebow

2018

InformingSciJ

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“…5,6 The most recent report 6 discussed development of iterative SLR (iSLR) and its educational benefits, while an earlier study 5 described successfully teaching undergraduate students some software engineering skills and concepts. We decided to implement iSLR due to its flexible approach, which is suitable for novices in a given area of study.…”

Section: Slr As Pedagogical Tool In Engineeringmentioning

confidence: 99%

“…6 Item 3 is based on best practices for similar skills, e.g., technical writing, but we have no direct evidence yet that would support it for iSLR implementation. Item 4 is also based on best curricular practices but collecting evidence for it would require a much broader scope than this pilot study.…”

Section: Slr As Pedagogical Tool In Engineeringmentioning

confidence: 99%

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Using Systematic Literature Reviews to Enhance Student Learning

Pejčinović

2015 ASEE Annual Conference and Exposition Proceedings

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Branimir Pejcinovic received his Ph.D. degree from University of Massachusetts, Amherst. He is a Professor and former Associate Chair for Undergraduate Education at Portland State University, Electrical and Computer Engineering department. In this role he has led department-wide changes in curriculum with emphasis on project-and lab-based instruction and learning. His research interests are in the areas of engineering education, semiconductor device characterization, design and simulation, signal integrity and THz sensors. He is a member of IEEE and ASEE.

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Educational technology for reading instruction in developing countries: A systematic literature review

Norman

2023

Review of Education

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Despite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implicationsRationale for this studyThis systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research.Why the new findings matterThe findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital.Implications for research and practiceThis systematic review synthesises current research so that policy makers have guidelines when designing interventions. The review provides a comprehensive map of existing literature and gaps for researchers. Based on the findings from this systematic review, policy makers are encouraged to consider how technology engages students through multimedia and interactive features, is adapted to the local context and language, and is differentiated to students' different ability levels. Policy makers should also consider how technology supports student learning through the scaffolding of specific reading skills with a holistic connection to a broader literacy programme, teacher training and the local curriculum. Since little quality data exists in this area, these recommendations for policy are tentative, and it is recommended future research further explore some of the promising features that were found in numerous successful interventions.

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Performing Systematic Literature Reviews With Novices: An Iterative Approach

Cited by 44 publications

References 24 publications

A Social Machine for Transdisciplinary Research

A Social Machine for Transdisciplinary Research

Using Systematic Literature Reviews to Enhance Student Learning

Educational technology for reading instruction in developing countries: A systematic literature review

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