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A systematic review of research on online teaching and learning from 2009 to 2018.

ABSTRACT: Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

SUBMITTER: Martin F

PROVIDER: S-EPMC7480742 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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A systematic review of research on online teaching and learning from 2009 to 2018.

Martin Florence F Sun Ting T Westine Carl D CD

Computers & education 20200909

Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the ...[more]

PMID: 32921895

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Project description:PhenomenonResearch literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time.ApproachWhile individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research.FindingsStudies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content.InsightsThis study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-020-01183-w.

Project description:BACKGROUND:Trauma is a major cause of mortality and reduced quality of life. Most trauma-related research originates from trauma centres, and there are limited available data regarding the treatment of trauma patients throughout the Nordic countries. These countries differ from economically similar countries due to their cold climate, mix of rural and urban areas, and the long distances separating many residents from a trauma centre. Research funders and the general public expect trauma research to focus on all links in the treatment chain. Here we conducted a systematic review to assess the amount of trauma-related research from the Nordic countries between January 1995 and April 2018, and the distribution of this research among different countries and different parts of the trauma treatment chain. METHODS:A systematic literature search was conducted in Medline, Embase, the Cochrane Library, Web of Science, and Scopus. We included studies concerning the trauma population from Nordic countries, and published between January 1995 and April 2018. Two independent reviewers screened titles and abstracts, and performed data extraction from full-text articles. RESULTS:The literature search yielded 5117 titles and abstracts, of which 844 full-text articles were included in our analysis. During this period, the annual number of publications increased. Publications were equally distributed among Norway, Sweden, and Denmark in terms of numbers; however, Norway had more publications relative to inhabitants. There were fewer overall publications from Finland and Iceland. We identified mostly cohort studies and very few randomized controlled trials. Studies focused on the level of care were predominantly epidemiological studies. Research at the pre-hospital level was three-fold more frequent than research on other elements of the trauma treatment chain. CONCLUSION:The rate of publications in the field of trauma care in the Nordic countries has increased over recent years. However, several parts of the trauma treatment chain are still unexplored and most of the available studies are observational studies with low research evidence.

Project description:Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users' experience and the unique set of challenges that this mode of education brings. Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant's compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all.

Dataset Information

A systematic review of research on online teaching and learning from 2009 to 2018.

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A systematic review of research on online teaching and learning from 2009 to 2018.

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