¿Revisión sistemática, revisión narrativa o metaanálisis?

Eguía, Raúl Aguilera

doi:10.4321/s1134-80462014000600010

Cited by 52 publications

(24 citation statements)

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“…We selected the process of data extraction after successive stages [29]. We created an Excel spreadsheet of the articles, recognizing the different stages for each process and for each database.…”

Section: Wosmentioning

confidence: 99%

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

2020

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Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

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Section: Wosmentioning

confidence: 99%

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

2020

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“…Las revisiones sistemáticas constituyen una forma de investigación que presentan resúmenes acerca de un tema específico. Su centro de estudio se encuentra en bases de datos, metabuscadores, literatura gris, actas de congresos, entre otros (Aguilera, 2014).…”

Section: Métodounclassified

Usos y abusos del término “neurociencias”: una revisión sistemática en revistas indexadas Scielo

Cumpa-Valencia

2020

RCCEPG

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Las neurociencias han tenido importantes avances en las tres últimas décadas. Sin embargo, hay cuestionamientos sobre el abuso del término “neurociencias” y del prefijo “neuro” como una forma de dar actualidad a algunas disciplinas e investigaciones. El objetivo de este trabajo es analizar la pertinencia de uso del término “neurociencias” y del prefijo “neuro” mediante tres indicadores: definición explícita o implícita, inclusión en el marco teórico y tipológico de las neurociencias, y desarrollo medular del término en el texto. Se analizaron 29 artículos publicados en la base de datos Scielo desde el año 2000 hasta 2018, que cumplían los criterios de inclusión propuestos. De una escala de pertinencia de uso, se encontraron siete artículos (24%) catalogados como de pertinencia baja o inferior, lo que implica que el término “neurociencias” y otros con el prefijo “neuro” han sido usados de manera inadecuada. Se recomienda mayor celo y cuidado para la revisión por pares antes de la publicación de los artículos relacionados con las neurociencias o que empleen el prefijo “neuro”. Palabras clave: neuro, neurociencias, neurociencias cognitivas

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“…NR critics have argued that this is the simplest type of literature review, a subjective first approach (Rumrill and Fitzgerald, 2001), which does not seek generalization or cumulative knowledge, without systematic and comprehensive literature searching, detailed explanations and methods regarding the review process (Paré et al, 2015; Rumrill and Fitzgerald, 2001). It has even been pointed out that NR is less comprehensive, conducted by unidentified experts, without an explicit statement of methods and being in the last place of the hierarchy of scientific methods (Aguilera Eguía, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Narrating in grey: An application to educational management information systems and accountability

Bravo

Nistor

Ramirez

2019

Information Development

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This research presents an application of a mixed narrative review, including grey literature, to broaden knowledge about the value of educational management information systems (EMIS) for accountability in higher education institutions (HEIs). The review was focused in understanding the relationships among quality management (QM), EMIS use and accountability. Analyzing 39 documents produced between 1990 and 2018, we confirm the tight QM–EMIS use–accountability relationship. A weak link between QM and EMIS use was found, resulting in a low accountability level, nevertheless e-maturity successfully describes the link between QM and EMIS use and legitimizes the HEIs in the society. Finally, the value of mixed narrative reviews, including gray literature, is demonstrated in the fields of management information systems and higher education.

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¿Revisión sistemática, revisión narrativa o metaanálisis?

Cited by 52 publications

References 0 publications

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

Usos y abusos del término “neurociencias”: una revisión sistemática en revistas indexadas Scielo

Narrating in grey: An application to educational management information systems and accountability

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