Systematic literature review as a digital collaborative research-like learning activity: a case study

Abstract

Within the higher education sector, the principle of student-active and research-based education are established in strategy documents and action plans, but at the same time there is an ongoing debate about what is meant by research-based learning and how it can be applied in practical teaching contexts. The aim of this empirical study is to explore inclusion of research elements in higher education. The study introduces the concept of using systematic literature review (SLR) and digital collaboration as a learning method, and addresses how to succeed with digital collaborative systematic literature review as a research-like learning activity in higher education. An exploratory multiple case design is used, with participatory observation technique and thematic analysis. A practical contribution of this study is an example of how SLR is well-suited to do collective research-like learning activities. The main contribution is that the higher education teacher needs integrated knowledge, including research competence in addition to the traditional link between professional, didactic and technological competence. A model for research-like learning is proposed, which illustrates the need for research knowledge in relation to the technological pedagogical content knowledge.

The Digital Paradox: Increased Connectivity and the Decline in Student Attitudes

“…Numerous studies highlight the benefits of digital tools in enhancing educational experiences. For instance, interactive digital platforms, such as educational apps and online resources, significantly improve student engagement by making learning more interactive and accessible (Al-Adwan et al, 2021;Al-Said et al, 2023;Ryan et al, 2023). Similarly, a study by Oliveira (2022) and Alserhan (2021) demonstrated that personalized learning technologies can tailor educational content to individual students' needs, thereby fostering greater motivation and improving academic performance.…”