Empirical Studies of Pair Programming for CS/SE Teaching in Higher Education: A Systematic Literature Review

2011 ◽  
Vol 37 (4) ◽  
pp. 509-525 ◽  
Author(s):  
Norsaremah Salleh ◽  
Emilia Mendes ◽  
John Grundy
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Empirical Studies ◽  
Pair Programming ◽  
Teaching In Higher Education

scholarly journals Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (5) ◽  
pp. 2412
Author(s):  
Stylianos Mystakidis ◽  
Eleni Berki ◽  
Juri-Petri Valtanen
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Ethical Issues ◽  
Empirical Studies ◽  
Emotional Engagement ◽  
Privacy And Security ◽  
E Learning ◽  
Learner Agency

Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.

scholarly journals Benefits and Challenges of Cloud Computing Adoption and Usage in Higher Education

2018 ◽  
Vol 14 (4) ◽  
pp. 64-77 ◽  
Author(s):  
Mohammed Banu Ali ◽  
Trevor Wood-Harper ◽  
Mostafa Mohamad
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Empirical Studies ◽  
Research Area ◽  
Keen Interest ◽  
Cloud Computing Adoption ◽  
High Level

The aim of this article was to provide evidence pertaining to cloud computing (CC) adoption in education, namely higher education institutions (HEIs) or Universities. A systematic literature review (SLR) of empirical studies exploring the current CC adoption levels in HEIs and the benefits and challenges for using CC in HEIs was performed. A total of 20 papers were included in the SLR. It was discovered that a number of universities have a keen interest in using CC in their institution, and the evidence indicates a high level of successful CC adoption in the HEIs reviewed in the SLR. In conclusion, the SLR identified a clear literature gap in this research area: there exists limited empirical studies focusing on CC utilisation in HEIs.

scholarly journals Benefits and Challenges of Cloud Computing Adoption and Usage in Higher Education

2021 ◽  
pp. 2116-2130
Author(s):  
Mohammed Banu Ali ◽  
Trevor Wood-Harper ◽  
Mostafa Mohamad
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Empirical Studies ◽  
Research Area ◽  
Keen Interest ◽  
Cloud Computing Adoption ◽  
High Level

The aim of this article was to provide evidence pertaining to cloud computing (CC) adoption in education, namely higher education institutions (HEIs) or Universities. A systematic literature review (SLR) of empirical studies exploring the current CC adoption levels in HEIs and the benefits and challenges for using CC in HEIs was performed. A total of 20 papers were included in the SLR. It was discovered that a number of universities have a keen interest in using CC in their institution, and the evidence indicates a high level of successful CC adoption in the HEIs reviewed in the SLR. In conclusion, the SLR identified a clear literature gap in this research area: there exists limited empirical studies focusing on CC utilisation in HEIs.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

scholarly journals Personality trait differences across types of entrepreneurs: a systematic literature review

2021 ◽  
Author(s):  
Florentine U. Salmony ◽  
Dominik K. Kanbach
Keyword(s):  
Literature Review ◽  
Personality Traits ◽  
Systematic Literature Review ◽  
Empirical Studies ◽  
Academic Research ◽  
Future Research ◽  
Rural Farmers ◽  
Start Up ◽  
Wide Range ◽  
Research Integration

AbstractThe personality traits that define entrepreneurs have been of significant interest to academic research for several decades. However, previous studies have used vastly different definitions of the term “entrepreneur”, meaning their subjects have ranged from rural farmers to tech-industry start-up founders. Consequently, most research has investigated disparate sub-types of entrepreneurs, which may not allow for inferences to be made regarding the general entrepreneurial population. Despite this, studies have frequently extrapolated results from narrow sub-types to entrepreneurs in general. This variation in entrepreneur samples reduces the comparability of empirical studies and calls into question the reviews that pool results without systematic differentiation between sub-types. The present study offers a novel account by differentiating between the definitions of “entrepreneur” used in studies on entrepreneurs’ personality traits. We conduct a systematic literature review across 95 studies from 1985 to 2020. We uncover three main themes across the previous studies. First, previous research applied a wide range of definitions of the term “entrepreneur”. Second, we identify several inconsistent findings across studies, which may at least partially be due to the use of heterogeneous entrepreneur samples. Third, the few studies that distinguished between various types of entrepreneurs revealed differences between them. Our systematic differentiation between entrepreneur sub-types and our research integration offer a novel perspective that has, to date, been widely neglected in academic research. Future research should use clearly defined entrepreneurial samples and conduct more systematic investigations into the differences between entrepreneur sub-types.

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