Using a systematic review for cross-theory comparisons

Medha Dalal, Ruth Wylie, Erin Walker

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
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
Country/TerritorySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Inquiry learning
  • Knowledge building
  • Systematic review

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint

Dive into the research topics of 'Using a systematic review for cross-theory comparisons'. Together they form a unique fingerprint.

Cite this