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ACTIVITY 2

CONDUCTING LITERATURE REVIEW

SEARCH

Introduction

Literature review is the process and product of examining published material. It is a comprehensive
compilation of what is known about a phenomenon. Typically, this is the second section in a research article
or book, after the introduction but before the methodology. The literature review provides the background and
the context on which the research is conducted. It lays out the foundation of the study.
There are two reasons to perform a literature review. The first is found in the process of reading
what is present in the field. You need to be familiar with the terminology of a field and what prior research
and experiments relate to your own work. Maybe you can adapt your study to answer questions that others are
having trouble with. The second reason is that writing down what is happening in the field gives readers a
basic understanding of current research and points out the gap your research is going to fill.
In doing a literature review, the researcher should determine what research already has been investigated
in his area of interest. The relevance and justification of the reviewed literature to the present study-local or
foreign should give a balance presentation being conducted in various readings.
The review of literature provides the theoretical framework for how the study will be structured, helps to
frame the research question into a research hypothesis, and identifies what will be studied and measured in the
study.

Unit Intended Learning Outcomes

At the end of the exercise, the students (should be able/are expected to):

Assess literature critically for what is known and unknown about their research problem.
Identify research designs and methodologies for conducting similar study.

Teaching and Learning Activities

Instruction: Conduct a review of related literature and assess it critically by summarizing what is
known or unknown from previous studies. Also, examine the methodologies and identify concepts
and methods that can be used in conducting your research study.
Review Questions

Students’ Perceptions towards the Quality of Online Education: A Qualitative

Approach

1. What are the specific problem(s) or question(s) to be addressed in your literature review?
 How do students’ computer skills affect perceptions of on-line quality?
 Do students’ computer skills also affect students’ learning outcomes?
 How does the communication within the on-line environment affect student’s perception and
learning outcome?

2. What general reference tools did you use to conduct your search? (List specific electronic databases
consulted.)
 Eric
 PubMed
 Medline

3. What search terms did you use?

 Perception towards Online Class

 Quality of E-learning
4. List all questions you hope are already answered by previous research.

 How did the learning outcome play a role to a student’s clinical skill?
 How did the factors in this study shaped students’ online education experience?

5. Describe what is known about your research problem from previous studies and reference books.
 New technologies, the Internet, streaming video, net-meeting etc. now makes higher education
more accessible and affordable for many students, and for those who would have been unable to
pursue higher education in a traditional in-class setting (Bianco & Carr-Chellman, 2002)
 The term online education is often associated with Internet education, virtual education, cyber-
learning, and asynchronous learning (Office of Sustainable Development, 2000)
 Although it is has been reported in a recent study that 80% of course content offered in institutions
of higher learning are being delivered online (Allen & Seaman, 2003), students in this study were
still reluctant to take online courses and complained about the online classes they had taken.
 Many quantitative studies (Bennett & Bennett, 2002; Goodwin, 1993; Hara & Kling, 1999) have
been conducted in an effort to determine the effectiveness of on-line learning.
 How do students’ computer skills affect perceptions of on-line quality? Do students’ computer
skills also affect students’ learning outcomes? How does the communication within the on-line
environment affect student’s perception and learning outcome? According to Thurmond,
Wambach, Connors & Frey (2002) these are just a few of the questions that are often ignored or
under investigated in research that has assessed the quality of on-line learning.
 “Guidelines for the Evaluation of Electronically Offered Degree and Certificate Programs”
(Twigg, 2001).
 “There is something that forces you to think mo re deeply about subject areas when you have to
respond in writing” (Petrides, 2002, p. 72).
 Other researchers have also found similar results that online learners read and respond to
instructor’s comments in online discussions at times convenient to them e.g. early morning, late
evening (Murphy & Collins, 1997).
REFERENCE:

Yang Y. & Cornelus L. (2004) “Students’ Perceptions towards the Quality of Online Education: A Qualitative
Approach” Association for Educational Communications and Technology
https://eric.ed.gov/?id=ED485012

Online Learning: A Panacea in the Time of COVID-19 Crisis

1. What are the specific problem(s) or question(s) to be addressed in your literature review?
 Students were found to be not sufficiently prepared for balancing their work, family,
and social lives with their study lives in an online learning environment.
 Students were also found to be poorly prepared for several e-learning competencies
and academic-type competencies
 There is a low-level preparedness among the students concerning the usage of
Learning Management Systems

2. What general reference tools did you use to conduct your search? (List specific electronic databases
consulted.)
 Google Scholar
 SAGE Journals

3. What search terms did you use?

 Studies about online learnings
4. List all questions you hope are already answered by previous research.
 How can a student be more inclined on online learning if he/she has insufficient resources?
 How can these platforms meet the supposed learnings of each student compared to the traditional
classroom setting?
 How can a student manage his/her time despite of the loaded tasks given to them in online learning?

5. Describe what is known about your research problem from previous studies and reference books.
 As social distancing is preeminent at this stage, this will have negative effects on learning
opportunities. Educational units are struggling to find options to deal with this challenging
situation. These circumstances make us realize that scenario planning is an urgent need for
academic institutions (Rieley, 2020).
 Rapid developments in technology have made distance education easy (McBrien et al.,
2009).
 “Most of the terms (online learning, open learning, web-based learning, computer-
mediated learning, blended learning, m-learning, for ex.) have in common the ability to
use a computer connected to a network, that offers the possibility to learn from anywhere,
anytime, in any rhythm, with any means” (Cojocariu et al., 2014)
 Synchronous learning can provide a lot of opportunities for social interaction (McBrien et
al., 2009)
 Amidst this deadly virus spread such online platforms are needed where (a) video
conferencing with at least 40 to 50 students is possible, (b) discussions with students can
be done to keep classes organic, (c) internet connections are good, (d) lectures are
accessible in mobile phones also and not just laptops, (e) possibility of watching already
recorded lectures, and (f) instant feedback from students can be achieved and assignments
can be taken (Basilaia et al., 2020).
 There is a requirement of a quick shift to online learning mode; therefore, the products by
Google can be really useful under such problematic situations; they are (a) Gmail, (b)
Google Forms, (c) Calendars, (d) G-Drive, (e) Google Hangouts, (f) Google Jam board
and Drawings, (g) Google Classroom, and (h) Open Board Software (not a Google
product, helps in recording meetings in the form of files). These tools can successfully be
used as an alternative for face-to-face classes (Basilaia et al., 2020).
REFERENCE:

Shivangi Dhawan (2020). “Online Learning: A Panacea in the Time of COVID-19 Crisis”. Journal of Educational
Technology Systems. https://doi.org/10.1177/0047239520934018

Integrating students’ perspectives about online learning: A hierarchy of factors

1. What are the specific problem(s) or question(s) to be addressed in your literature review?

 Cognitive presence is how the instructor provides opportunities for students to interact
with material in robust, thought-provoking ways, and social presence refers to building
a community of learning that incorporates student-to-student interactions.
 Numerous studies have examined anxiety on students.
 Weaker students having greater completion and achievement challenges 

2. What general reference tools did you use to conduct your search? (List specific electronic
databases consulted.)
-Springer Open

3. What search terms did you use?

-Research studies about online learning

 4. List all questions you hope are already answered by previous research.
-What are the significant factors in creating a high-quality online learning experience from
students’ perspectives?
-Is there a priority or hierarchy of factors related to students’ perceptions of online teaching
quality that relate to their decisions to enroll in online classes?

5. Describe what is known about your research problem from previous studies and reference
books.
 Convenience and flexibility are enormous drivers of online registration (Lee, Stringer, &
Du, 2017; Mann & Henneberry, 2012).
 The most prominent theoretical framework used in online literature is the Community of
Inquiry (CoI) model (Arbaugh et al., 2008; Garrison, Anderson, & Archer, 2003), which
divides instruction into teaching, cognitive, and social presence.
 Like deductive theories, however, the supportive evidence is mixed (Rourke &
Kanuka, 2009), especially regarding the importance of social presence (Annand, 2011;
Armellini and De Stefani, 2016).
 Accrediting bodies care about meeting technical standards, proof of effectiveness, and
consistency (Grandzol & Grandzol, 2006).
 Faculty care about subject coverage, student participation, faculty satisfaction, and faculty
workload (Horvitz, Beach, Anderson, & Xia, 2015; Mansbach & Austin, 2018).

Van Wart M. (2020). Integrating students’ perspectives about online learning: a hierarchy of factors. International
Journal of Educational Technology in Higher Education volume 17, Article number: 53
doi.org/10.1186/s41239-020-00229-8