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World Conference on Online Learning | Doctoral Symposium
- 1. The Literature Review To Read or Not to Read? ICDE World Conference in Online Learning Doctoral Symposium
- 2. Karen Buckley @Karen_Buckley Academic Developer, Teaching Enhancement Unit, DCU Doctoral Candidate, Education Department, Maynooth University
- 3. Céad Míle Fáilte Housekeeping Menti.com Guiding Aspirations for Session
- 4. Use your device Log on to Menti.com Enter the code 95 41 02 Where have you travelled from?
- 5. Session Outcomes Understand the purpose of a literature review Consider the steps in completing a literature review Critique the centrality of the literature review in research Discuss standards and criteria of a literature review
- 6. Use your device Log on to Menti.com Enter the code 95 41 02 Questions, Comments or Observations?
- 7. What is a Literature Review? “ A coherent argument that leads to a description of a proposed study” (Rudestam & Newton, 2001:57) “A fully professional grasp of the background theory” (Phillips & Pugh, 2005: 57) “To provide the background to and justification for the research undertaken” (Bruce, 1994:218) “Give a picture of the state of knowledge and of major questions in your topic area” (Bell, 2005:110)
- 8. The Literature Review Model Step 1. Select a Topic Step 2. Search the Literature Step. 3 Develop an argument Step. 4 Survey the literature Step. 5 Critique the Literature Step 6. Write the Review (Machi and McEvoy 2009: 5) Specifies and frames Explores and catalogues Organises and formsDocuments and discovers Advocates and defines Addresses
- 9. So many reviews, so little time! Rapid Review Scoping Review State-of-the-art Review Umbrella Review Meta Analysis Mapping review
- 10. Share your chosen type of review Use your device Log on to Menti.com Enter the code 16 32 93
- 11. Systematic Review Focus on a single question Search conducted in systematic way Explicit Process Criteria is stated Traditional Review May describe an overview No protocol is provided Criteria is not specified Strategy not explicitly stated
- 12. Systematic Literature Review Attempts ‘to identify, appraise and synthesize all the empirical evidence that meets pre-specified eligibility criteria to answer a given research question’ (Cochrane, 2013).
- 13. Why bother? The purpose of the systematic review is generally stated as: • a clearly stated set of objectives with pre-defined eligibility criteria for studies; • an explicit, reproducible methodology; • a systematic search that attempts to identify all studies that would meet the eligibility criteria; • an assessment of the validity of the findings of the included studies, for example through the assessment of risk of bias; and • a systematic presentation, and synthesis, of the characteristics and findings of the included studies (Cochrane Library Review)
- 14. To Read or Not to Read? Databases/ Journals • Subject Specific • Multidisciplinary Books • Subject • Topic • Seminal Texts Grey Literature • Published Reports • Unpublished Research • Conference Proceedings Others?
- 15. Standards and Criteria of Literature Reviews There is agreement on what goes into a Literature Review. We can identity a number of steps in the process. The quality of critical reading and critical writing is the real challenge for the researcher
- 16. How researchers search the literature, decide on the suitability and quality of materials involves methods and analytic processes that are unique to this form of scholarship.
- 17. Application of the Literature Review Scoring Rubric －In groups, using your sample texts, apply the Literature Review Scoring Rubric －Spend 20 minutes on this task －Report back to the wider group －Usefulness? －Real-life application? －Any other thoughts?
- 18. Discussion
- 19. Download WCOL App Plan attendance at sessions Reach out to Authors Immerse yourself! Do you have a conference plan?
- 20. What’s your conference plan at WCOL? Use your device Log on to Menti.com Enter the code 16 32 93
- 21. Karen Buckley Academic Developer Teaching Enhancement Unit, NIDL T: +353 1 700 8401 | E: karen.buckley@dcu.ie Dublin City University, Dublin 9, Ireland www.dcu.ie/teu | teu@dcu.ie
- 22. Thank you for participating today Enjoy the World Conference on Online Learning!
- 23. References Boote, and Beile. (2004). The quality of dissertation literature reviews: A missing link in research preparation. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Machi and McEvoy (2008). The Literature Review: Six Steps to Success. Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation, 14, 1-13 Ridley (2008). The Literature Review: A Step-by-Step Guide for Students.
Editor's Notes
- The Doctoral Research Symposium is offered in partnership with Dublin City University (DCU) and the European Distance and E-Learning Network (EDEN). It takes place on Sunday 3rd November at DCU’s St Patrick’s Campus. The Symposium provides a unique opportunity for current and prospective doctoral students to share their research interests and engage with experienced researchers in the area. This will be an interactive event designed to explore some of the major research themes, problems and issues facing today’s educators in the digital-era. As part of the Doctoral Research Symposium participants will have the opportunity to hear lessons from other doctoral candidates, learn more about mentoring opportunities for doctoral students, and meet several editors of leading publications in the field.
- Wifi Length of Session Slides will be emailed to all Using Menti.com as an interactive tool & to ask questions Values 1. Value The ICDE World Conference is the outcome of hundreds, if not thousands, of hours of voluntary work by many people. Without this work the real costs of staging such a major international event would be significantly higher. We are committed to ensuring that this work results in significant value to everyone participating in the event. To ensure that this work has a distal impact beyond a few days of good craic in Dublin we have purposively woven the conference theme of “transforming lives and societies” carefully throughout the full programme. We hope this theme and the related sub themes will resonate with participants and provide a strong framework to scaffold rich conversations, trigger more critical understandings and generate transformative actions. We are also committed to ensuring our sponsors and exhibitors get genuine value from the event, as the reality is that ICDE World Conference would not be possible without their support. 2. Professionalism The work involved in planning, preparing and successfully hosting the ICDE World Conference depends on the willingness of many people to undertake tasks often working to tight deadlines. At times this work has been demanding and quite challenging but throughout the planning phase we have been committed to managing the event and our responses to conference participants with the upmost professionalism. Members of the local team have strived to be responsive to enquires and to doing our best to accommodate specific requests wherever possible. Moreover, we have taken considerable pride in efforts to keep people well informed about the event through our active use of social media and regular conference newsletters. We aspire to maintaining a high standard of professionalism throughout the event, as our team wants everyone to feel welcome and have a positive and productive conference experience. On another level our aspiration is that the ICDE World Conference is not just another gathering of professional scholars working in the area, but rather a forum for scholarly professionals from many different countries and discipline backgrounds committed to the transformative potential of education. 3. Inclusion remind us about some basic rights and responsibilities we all have to ensure that everyone has a courteous, respectful and welcoming experience. At the core of ICDE’s mission is the goal of bringing accessible, quality education to all through open, online and distance learning. It follows that in planning and designing the ICDE World Conference we have aspired to supporting a culture of inclusion, which is reflected on our choice of a diverse range of formats and speakers, with different experiences from geographically dispersed locations. This is the first year that the ICDE World Conference has supported virtual papers as an attempt to ensure the event is accessible to a wider international community of educators. Inclusion is also evident in our cultural programme where we aim to celebrate indigenous heritage and culture, and more generally the importance of valuing different ways of thinking in today’s increasingly digitally connected societies and globalised world. Our commitment to inclusion is also reflected in availability of an inter-faith space throughout the event, and the Principles for Conference Participation, which 4. Openness A commitment to Openness is at the heart of the ICDE World Conference. We aspire to foster a culture of openness in the way we go about our own work and in the manner in which the conference has been designed to support open scholarship and open collaboration across professional communities. It is noteworthy that over 30 different professional bodes and associations from around the globe have chosen to support and contribute to the ICDE World Conference. Some of these professional bodes have their own major conferences very close to the date of the ICDE World Conference and we have tried to openly promote these events in the spirit of collaboration. As part of our aspiration to support open scholarship will have encouraged contributors to assign a Creative Commons License to their intellectual outputs and the published conference proceedings, which include over 100 full written papers, will be published in an open access format. 5. Challenge Our aspiration is that the ICDE World Conference does not merely reiterate what we already know but rather challenges some of our existing beliefs, taken for granted assumptions, and traditional understandings and practices. This aspiration seeks to confront some of the myths, misinformation and half-truths that emerge from often competing and co-existing drivers and change forces associated with efforts to transform education through new digital technologies. Accordingly we hope that some of our invited speakers, and the conference programme more generally, will provide a catalyst for rich debate, disagreement and the expression of differing viewpoints. If participants depart from Dublin without having some of their pre-existing opinions, perspectives and understandings challenged then the local organising team will have fallen short of our aspirations for the ICDE World Conference. Of course, the design of a challenge-based professional learning experience may well serve to reaffirm existing beliefs and key principles which might be an important outcome of this year’s event. 6. Sustainability The Sustainable Development Goals (SDGS) underpin the conference theme of ‘transforming lives and societies’. Dublin City University (DCU) is committed to advancing these goals and last year was ranked in the top 100 universities worldwide for its economic and societal impact measured against the SDGS. DCU is also ranked 12h greenest campus in the world. Accordingly we have sought to expand the scope of this year’s conference beyond Goal 4 of Quality Education by including a focus on Goal 3 of promoting Good Health and Well-Being. Moreover, Goal 12 of Responsible Consumption and Production influenced the choice of the Convention Centre Dublin (CCD) as the world’s first carbon-neutral constructed convention venue. The CCD has a recycling rate consistently over 90% and all cups and utensils used during the ICDE World Conference are recyclable. We are also pleased to partner with a venue committed to promoting the SDGS of Reduced Inequalities, Sustainable Cities and Communities, and Zero Hunger. This is why we have selected lunch options that under health regulations allow us to share leftover meals with some of Dublin’s less fortunate residents. While the Gala Dinner set in an historic venue will be a grand event we have deliberately chosen locally sourced products that reflect our commitment to sustainability. 7. Transformation The conference theme places transformation at the core of our discussions. We believe that participants have a moral and professional responsibility to ensure that this year’s ICDE World Conference is not just another talk fest but rather challenges us to address many of the wider societal issues we face with a clear call to action. Therefore we aspire to promoting the translation of new insights and critical understandings so they have real impact beyond Dublin. The real test of our success is the extent that the “Dublin Declaration”, which will arise from the conference, lives in our actions to develop new models of open, online and digital education as powerful levers for a more equitable, socially just and sustainable future. We recognise this ambitious aspiration will not be easy but this does not faze the local team from designing a conference that encourages difficult conversations that confront a number of uncomfortable realities.
- Product v Process.. The Multiple purposes of a literature review Provides Historical background Overview of the current context in which your research is situated referring to contemporary debates, issues and questions Discussion of relevant theories and concepts which underpin your research Introduces relevant termino9logy and provides definitions to clarify how terms are being used in the context of the work Describes related research in the field and shows how your work extends or challenges this or addresses a gap in the work in the field Provides supporting evidence for a practical problem or issue which your research is addressing, thereby underlying its significance,
- Evidence maps and systematic maps Systematically and transparently collects and categorizes existing evidence on a broad question of policy or management importance. May critically evaluate existing evidence, but does not attempt to synthesize the results in the way a systematic review would. (see EE Journal and CIFOR) Literature (Narrative) Review A broad term referring to reviews with a wide scope and non-standardized methodology. Search strategies, comprehensiveness, and time range covered will vary and do not follow an established protocol. Meta-analysis Statistical technique for combining the findings from disparate quantitative studies. Uses statistical methods to objectively evaluate, synthesize, and summarize results. May be conducted independently or as part of a systematic review. Rapid Review Applies Systematic Review methodology within a time-constrained setting. Useful for addressing issues needing quick decisions. See Evidence Summaries: The Evolution of a Rapid Review Approach Scoping Review Addresses a broader research question or set of questions Often conducted in preparation for conducting a systematic review Seeks to identify research gaps and opportunities for evidence synthesis See Peterson et. al. (2016) for methodological guidance. Umbrella Review Reviews other systematic reviews on a topic. Often defines a broader question than is typical of a traditional systematic review. This type of review is most useful when there are competing interventions to consider.
- In contrast to the traditional or narrative literature review, systematic literature reviews use a more rigorous and well-defined approach to reviewing the literature in a specific subject area. Most research starts with a literature review of some sort. However, unless a literature review is thorough and fair, it is of little scientific value. This is the main rationale for undertaking systematic reviews. A literature review earns the adjective “systematic” if it is based on a clearly formulated question, identifies relevant studies, appraises their quality and summarizes the evidence by use of explicit methodology. A systematic review is a means of identifying, evaluating and interpreting all available research relevant to a particular research question, or topic area, or phenomenon of interest. Individual studies contributing to a systematic review are called primary studies; a systematic review is a form of secondary study.
- Redevelop this table In our recent study (Boote & Beile, 2004) we used Hart’s (1999) criteria to develop a framework from which to analyze literature reviews in doctoral dissertations in the field of education. We also sought to understand whether the criteria are reasonable for a dissertation literature review. Hart’s criteria were adapted and incorporated into our 12-item scoring rubric, which can be grouped into five categories (see Table 1). The first category, “Coverage,” consists of a single criterion that was not one of Hart’s. Criterion A assessed how well the author of the dissertation justified criteria for inclusion and exclusion from review. Cooper (1985) argues that coverage is probably the most distinct aspect of literature reviewing. The extent to which reviewers find and include relevant works in their paper is the single activity that sets this expository form apart from all others. How reviewers search the literature and how they make decisions about the suitability and quality of materials involve methods and analytic processes that are unique to this form of scholarship. (p. 12) Although it is worth noting that Cooper is referring here to literature reviewing as a distinct form of scholarship, we believe that the same expectation should be applied to a literature review that is a precursor to research.