Abstract

A solid theoretical foundation is essential for designing effective educational technology. However, different theories may offer competing recommendations, and it is important to balance multiple theoretical perspectives in technology design. In this poster paper, we describe how a systematic review methodology, traditionally used in the medical field, can be applied in a learning sciences context to identify student behaviors and learning conditions that are beneficial to learning. We present the process and early results by examining the overlap and discrepancies between knowledge building and inquiry learning theories as they relate to pedagogical best practices.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1201-1202
Number of pages2
Volume2
ISBN (Electronic)9780990355083
StatePublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Inquiry learning
  • Knowledge building
  • Systematic review

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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  • Cite this

    Dalal, M., Wylie, R., & Walker, E. (2016). Using a systematic review for cross-theory comparisons. In 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1201-1202). International Society of the Learning Sciences (ISLS).