IDE 850 Advanced Studies in ID and Emerging Technologies

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Class 4: Writing a Literature Review
In-class Activity (Part 2 of session)
What makes a literature review good versus poor what do you look for in the writing ...
what should you know after reading the literature review?
Consider these questions as your review each of the following examples. Note that these were
taken from submitted conference papers and provide only a small representative part of the
literature review sections of the text. I also included part of the manuscripts abstract to provide
some context. The point is not to critique the formatting of the literature review, rather, using
what you have learned from chapters 1-7 in the Pan text, what do you think are the strengths and
weaknesses of the following examples.
1. Individually, read the assigned example and note the strengths and weaknesses. (10 minutes)
2. In your group, discuss the strengths and weakness of the assigned example and prepare to
describe to the class (20 minutes)
What do you believe the manuscript is about?
What are the strengths of the literature review?
What are the weaknesses of the literature review?
Would you qualify this as a good or poor literature review?
3. Individually, briefly review the other two examples. (10 minutes)
4. As a class, each group will have 5 minutes to present their responses followed by 10 minutes
facilitating a discussion of the example they are presenting. (3 * 15 minutes = total 45
minutes)

A selected member of each group will present group responses to the class, other
members should add to the conversation as possible. Your goal however is to engage
your peers in the conversation ultimately agreeing on whether the example is good or
poor.
After all group shave presented, we will generate a list of the must have components in
a good literature review and how to produce a good literature review (15 minutes)

IDE 850 Advanced Studies in ID and Emerging Technologies

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Class 4: Writing a Literature Review
In-class Activity (Part 2 of session)
Is this sample from a good literature review of a poor literature review?
EXAMPLE 1
Abstract: Developments in computer and communications technology are creating a
technology driven society. Higher education has not been immune from this trend and
institutions are increasing their investments in technology intensive methods of information
and knowledge storage and retrieval.The flexibility of distance learning renders it an
attractive choice for adults. It is proposed that theoretical principles of andragogy and
constructivism can be used to design and deliver programs that address the needs of adult
students and make online programs more effective.

For profit educational institutions and an increasing number of enterprises have been aggressively marketing
distance education courses, increasing the competition for students in the educational marketplace National
Education Association ([NEA], 2001). In order to remain competitive, over the past decade, the average college has
doubled its financial investment in information technology services, which includes web-based learning (NEA,
2001). Additionally, the explosion of the worldwide web and advances in digital technology over the past two
decades has resulted in distance education becoming more common in academia (Wagschal, 1998). Whereas
distance education was formerly the realm of a few institutions with questionable academic credentials, it has
become mainstreamed and is being embraced by more traditional universities and colleges (Wagschal, 1998). The
use of the Internet is also attractive to institutions because it offers cost savings in that student enrollment can be
increase without additional expenditures in constructing physical facilities (Hoffman, 2002).
Distance education is also attractive to students because it offers accessibility by removing barriers of time and
space (Hoffman, 2002): It removes the barrier of space by allowing students in physically remote locations and
students with disabilities that might have made attending classes on campus difficult access to courses. The Internet
can remove time barriers by making classroom and course materials available to students throughout the day
accessible at their convenience (Hoffman, 2002). Thus, it provides opportunities for those students whose personal
schedules might not accommodate on campus courses to attend class. Through the Internet therefore, instructors
have the opportunity to reach a wider audience and to communicate with students more frequently (Hoffman, 2002).
Consequently, distance education has the potential to increase the diversity of an institutions student body and
hence also diversity in the classroom. The advantages of distance education for students are of particular
significance to adult learners or non-traditional students who according to Stokes (1999) are the target population for
many online classes. Some support for this notion was supplied by Hillesheim (1998) who found that the students in
a Walden University online masters program had an average age of 42 years. Non-traditional students, who have
the responsibilities of caring for families and/or working fulltime are increasingly seeing distance education as a
means whereby they can attain high quality education in the convenience of their own homes (Carriuolo, 2002).

IDE 850 Advanced Studies in ID and Emerging Technologies

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Class 4: Writing a Literature Review
In-class Activity (Part 2 of session)
Is this sample from a good literature review of a poor literature review?
EXAMPLE 2
Abstract: In collaborative environments, the expectation is for students to engage in helping
each other develop, review and assess each others course work. It can therefore be
anticipated that peer/self assessment will be a central process in online collaborative learning
and will influence participants relationships to learning. ..

Socio-Constructivist Theory
The socio-constructivist theory advocates that students master new approaches of learning through interacting with
others (Doise, 1990). This theory is an extension of the work of Piaget and his disciples: Cognitive conflict created
by social interaction is the locus at which the power driving intellectual development is generated (Perret-Clermont,
1980). Therefore, in socio-constructivist theory, emphasis is given to interactions rather than actions themselves.
And a given level of individual development allows participation in certain social interactions which produce new
individual states which make possible more sophisticated social interactions (Dillenbourg et al, 1995).
Socio-Cultural Theory
The socio-cultural theory is usually identified with Vygotsky who explain the nature of the interdependence between
individual and social processes in learning and development. That is, human activities take place in cultural
contexts. This concept focuses on the causal relationship between social interaction and the individuals cognitive
development. Thus, socio-cultural theory is related strongly to collaborative learning.
Shared Cognitive Theory
In the theory of shared cognition, the environment is an integral part of cognitive activity. That is, the environment
consists of the physical and social context. But the shared cognition theory places the focus directly on the social
context that is claimed to make the collaborations happen (Dillenbourg et al, 1995). Shared cognition aims at letting
the peers learn knowledge and skills in contexts where they are applicable (Brown, Collins, & Duguid, 1988, Lave
& Wenger, 1991).
Online Collaborative Learning
Nature of Collaborative Learning
Collaborative learning was already an important element in the progressive pedagogies from the beginning of this
century. According to Slavin (1997), research on collaborative learning can be considered as one of the greatest
success stories in the history of educational research. As stated by Johnson and Johnson (2004), collaborative
learning can be defined as the instructional use of small groups so that students work together to maximize their own
and each others learning. To be a collaborative group, Johnson and Johnson (2004) also present five basic elements
that must be structured within the learning situation: positive interdependence, individual accountability, promotive
interaction, social (team) skills, and group processing.
Collaborative Learning and Technology
Many researchers have shown how very different technical applications can be used to facilitate collaborative
teaching and learning (Dede, 1996). It is not only the features of the applied technology but especially the way of
implementation of the technology which support student collaboration. Crook (1996) has widely analyzed how
computers can facilitate collaborative learning in schools.
Computer Supported Collaborative Learning
One of the basic requirements for education in the future is to prepare learners for participation in a networked
information society in which knowledge will be the most critical resource for social and economic development.
Computer Supported Collaborative Learning (CSCL) is one of the most promising ideas to improve teaching and
learning with the help of modern information and communication technology. CSCL delivers a collaborative
environment that deals with learning and presents an environment in which a student interacts with one or more
collaborating peers to solve a given problem.

IDE 850 Advanced Studies in ID and Emerging Technologies

4 of 4
Class 4: Writing a Literature Review
In-class Activity (Part 2 of session)

Is this sample from a good literature review of a poor literature review?

EXAMPLE 3
Abstract: This paper reports a case study of how the concepts of electronic performance
support systems (EPSS) or performance-centered design (PCD) can be used as a framework
to improve the interface design of Professional Accountability Support System

Conceptual Framework
The concept of electronic performance support systems (EPSS) started to emerge in the training and development
community in the late 80s (Raybould, 1995). The demand for EPSS arises from the needs of companies to improve
employee performance while cutting back on training and working force (Gery, 1991; Harmon, 1999). The goal of
reduced training and improved performance is achieved via on-the-job training, just-in-time information, and easyto-use tools. The definition of an EPSS is elusive. It ranges from an individual piece of software such as an
electronic job aid, a decision aid or a wizard to a broad system infrastructure that integrates knowledge assets into
the system interface, incorporates a process from capturing to distributing knowledge, and includes both electronic
and non-electronic performance support elements (Raybould, 1995). Hannafin, Hill, and McCarthy (2000) argue that
EPSS technology is more of a perspective on designing systems that support learning and/or performance rather than
a design concept with fixed features and components. This view is shared by the idea of performance-centered
design (PCD), which focuses on the system user as a task performer (Raybould, 1995). PCD is applicable to the
design of any information systems.
The following sections present the types of performance support tools, attributes of PCD, and a process for carrying
out PCD. They provide guidance for the PASS-PORT project team to improve the user interface of the system.
Types of Performance Support Tools
Performance support within computer-mediated work environment can be categorized into three types: intrinsic
support, extrinsic support, and external support (Gery, 1995). Intrinsic support is inherent or embedded to the system
itself. It is so integrated to the system interface and application logic that it is almost impossible to differentiate
intrinsic support from the system itself. Extrinsic support refers to performance support that is linked to the system,
but not in the primary work place. It is usually context or user sensitive, and it can be turned on or off. External
support is not automatically integrated or embedded into the computer display and tasks. It can be integrated by the
user when needed.
Raybould (2000) elaborates on this taxonomy and describes a performance support continuum (Figure 1) to
conceptualize the types of supports as well as their efficiency and effectiveness. He proposes that a blended
approach should be taken to provide support in a continuum: from embedded to linked and external supports.
Embedded supports include menus, dialog boxes, and on-screen instructions; Linked supports are those such as
online advisors, references, coaches, help, and wizards; External supports consist of tutorials, computer-based
training (CBT), training courses, peer support, and telephone hotlines. Embedded supports are the most powerful
and lest expensive approach. They take a little time and are the most effective supports. From embedded to linked
and external supports, these tools becomes increasingly time consuming and less powerful. Therefore, when
designing a PCS, designers should start from building support on the right of the continuum, and gradually move to
the left when the more powerful and efficient approaches are not feasible for a specific context.