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1 – 10 of over 1000The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the…
Abstract
Purpose
The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the organization of sciences and Fuchs’ (1993) theory about scientific change.
Design/methodology/approach
The study combines historical source analysis with conceptual and theoretical analysis for characterizing LIS. An attempt is made to empirically validate the distinction between LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.
Findings
The origin of fragmentation in LIS due the contributions of other disciplines can be traced in the 1960s and 1970s for solving the problems produced by the growth of scientific literature. Computer science and business established academic programs and started research relevant to LIS community focusing on information retrieval and bibliometrics. This has led to differing research interests between LIS and other disciplines concerning research topics and methods. LIS has been characterized as fragmented adhocracy as a whole, but we make a distinction between research topics LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.
Originality/value
The paper provides an elaborated historical perspective on the fragmentation of LIS in the pressure of other disciplines. It also characterizes LIS as discipline in a fresh way by applying Whitley’s (1984) theory.
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Mohamed A. Shahat, Sulaiman M. Al-Balushi and Mohammed Al-Amri
The purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design…
Abstract
Purpose
The purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design test was used, and demographic variables that are correlated with this performance were identified.
Design/methodology/approach
This descriptive study employed a cross-sectional design and the collection of quantitative data. A sample of preservice science teachers from Sultan Qaboos University (SQU) (n = 70) participated in this study.
Findings
Findings showed low and moderate levels of proficiency related to the stages of engineering design. Differences between males and females in terms of performance on engineering design tasks were found, with females scoring higher overall on the assessment. Biology preservice teachers scored higher than teachers from the other two majors (physics and chemistry) in two subscales. There were also differences between teachers studying in the Bachelor of Science (BSc) program and the teacher qualification diploma (TQD) program.
Originality/value
This study provides an overview, in an Arab setting, of preservice science teachers’ proficiency with engineering design process (EDP) tasks. It is hoped that the results may lead to improved instruction in science teacher training programs in similar contexts. Additionally, this research demonstrates how EDP competency relates to preservice teacher gender, major and preparation program. Findings from this study will contribute to the growing body of research investigating the strengths and shortcomings of teacher education programs in relation to science, technology, engineering and mathematics (STEM) education.
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Helen Crompton, Mildred V. Jones, Yaser Sendi, Maram Aizaz, Katherina Nako, Ricardo Randall and Eric Weisel
The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional…
Abstract
Purpose
The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.
Design/methodology/approach
A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.
Findings
The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.
Research limitations/implications
This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.
Practical implications
These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.
Social implications
This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.
Originality/value
This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.
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Hiep-Hung Pham, Ngoc-Thi Nhu Nguyen, Luong Dinh Hai, Tien-Trung Nguyen and Van An Le Nguyen
With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document…
Abstract
Purpose
With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.
Design/methodology/approach
We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.
Findings
This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.
Originality/value
The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.
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Irina Batrakova, Alexander Ushanov and Aza Ioseliani
The research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool…
Abstract
Purpose
The research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool institutions based on the survey results and possible difficulties that may arise when working with them and develop tips for working with interactive technologies for preschool teachers.
Design/methodology/approach
The results of the survey showed a high level of involvement of information technology in the educational process. The majority of respondents (87%) use information technology in teaching and learning. The analysis of the answers shows relatively identical indicators of the use of different types of information technologies: 65% prefer more technological and 35% – applied. It was shown that the use of technological and applied ICT categories isn't similar among participants of the survey. To increase the level of students' and teachers’ knowledge with modern information technologies the program was created.
Findings
In preschool education, the kindergarten teacher or supervisor should act as the leader of the learning process, including the interactive one. The teacher should encourage children to independently use the ICT tools and guide the process.
Originality/value
Given the rapid pace of development of science and technology, the curriculum needs to be deepened and expanded by diversifying activities. It is worth paying attention to modern methods of teaching and learning, which require the use of pedagogical innovations, the acquaintance of students and teachers with possible ways to expand the activities and update the latest teaching methods in educational process.
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Miranda Leontowitsch, Aivita Putnina, Marcus Andersson, Charlotta Niemistö, Rafaela Werny, Hanna Sjögren, Ilze Mileiko, Kārlis Lakševics, Artūrs Pokšāns, Māra Neikena, Līna Orste, Camilla Malm, Frank Oswald, Jeff Hearn and Clary Krekula
The digital age requires people of all ages to communicate and organise their lives through digital technologies. The project EQualCare investigates how the growing population of…
Abstract
Purpose
The digital age requires people of all ages to communicate and organise their lives through digital technologies. The project EQualCare investigates how the growing population of older people living alone is managing this transition, how it shapes their (non-)digital social networks and what changes on a local level need to be brought about. This paper aims to give insight into the process of participatory action research (PAR) with older people in the community across four countries and reflects on experiences made by academic and co-researchers.
Design/methodology/approach
Following the emancipatory underpinnings of PAR, which aims to reduce inequalities through collaboration and co-design, EQualCare involved nine teams of co-researchers across Finland, Germany, Latvia and Sweden making older people the centre of policy development. Co-researchers were involved in formulating research aims, collecting data, reflecting on data, formulating and disseminating recommendations for local policy stakeholders.
Findings
Co-researchers’ motivation to invest considerable time and effort was driven by a desire to create a more equal future for older people living alone. Moreover, they were keen to involve marginalised older people and became frustrated when this proved difficult. Power dynamics played a role throughout the process but became productive as roles and responsibilities were renegotiated. Doing PAR with older people can be emotionally challenging for co-researchers when negative feelings around ageing are encountered.
Originality/value
The paper advances understanding on the process of PAR in ageing research by reflecting on the social, cultural and political contexts of doing PAR with diverse sets of older people.
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Yufang Cheng, Meng-Han Lee, Chung-Sung Yang and Pei-Yu Wu
The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the…
Abstract
Purpose
The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.
Design/methodology/approach
The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.
Findings
These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.
Originality/value
The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.
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Vijaya Lakshmi Dara and Chitra Kesavan
The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional…
Abstract
Purpose
The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.
Design/methodology/approach
The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.
Findings
The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.
Research limitations/implications
Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.
Practical implications
This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.
Originality/value
This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.
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This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.
Abstract
Purpose
This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.
Design/methodology/approach
The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers.
Findings
The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges.
Research limitations/implications
This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords.
Originality/value
This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.
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