Article Reviews
ARTICLE REVIEW (DRAFT)
Title: Were knowledge management abilities of university students enhanced after creating personal blog-based portfolios?
In the article “Were knowledge management abilities of university students enhanced after creating personal blog-based portfolios?”, published in 2013 in Australasian Journal of Educational Technology, the writers speak of how creating an e-portfolio had resulted in significantly better knowledge management abilities among university students. Starting from abstract section, the writers highlight the basic design of the study and the major finding of their analysis. However, the overall objective or purpose of the study has not been clearly stated. Other than that, the writers also do not include their observation or interpretation on the e-portfolio phenomenon that they studied on. An abstract is supposed to be an overview of the study and to give the readers an idea of what the article is all about. Therefore, stating the phenomenon of the study and the purpose as to why the study is being conducted are equally important.
The
introduction tells the reader about the five constructs of knowledge management
as well as how crucial and beneficial knowledge management abilities in increasing
effectiveness and enhancing performance both in workplace and in the school or
education setting. The writers also discussed about the importance of knowledge
sharing. However, the statement of problem that led to the writing of this
article has not been addressed. Research problem is one of the crucial parts in
writing a research paper as it will introduce to the reader of the importance
of the topic being studied. Moreover, the writers also do not address the
research gap in the previous studies. In addition, the literature review line
is vague and hard to identify. In literature review section, the writers are
supposed to discuss about the approach and style that has been used in the
previous studies. However, the writers discuss about the nature of related studies
regarding e-portfolio and identify some problems that are lacking in certain
research.
This
research was carried out using a method of quasi-experimental research design to
examine students’ knowledge management abilities. A group of 43 students from a
University in Taiwan majoring in Multimedia and Game Science and taking a
course called Analysis of Game Industry has been chosen as the participants.
For the content of portfolios, a qualitative analysis has also been conducted.
The analysis has gone through sufficient procedures too. As for the
significance of the study, the writers had concluded that the study will be
beneficial for the universities that intend to promote e-portfolios or knowledge
management. Some suggestions for future researches were also given by the
writers.
Chang, C.-C.,
Liang, C., Tseng, K.-H., Tseng, J.-S., & Chen, T.-Y. (2013). Were knowledge
management abilities of university students enhanced after creating personal
blog-based portfolios? Australasian Journal of Educational Technology, 29(6),
916-931.
ARTICLE REVIEW 1
Title: Mobile learning in pre-service teacher education: Examining the use of professional learning networks
In the article "Mobile learning in pre-service teacher education: Examining the use of professional learning networks", published in 2019 in the Australasian Journal of Educational Technology, the study discussed about how the pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN (Professional Learning Network). The relevance of this study was mentioned by the authors whereas it is stated that this study will provide a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning. Next, the authors identify problems in the lack of studies regarding m-learning in teacher education exploring benefits and insights into PST learning despite various recent research written on technology-mediated PLNs. Therefore, further research about PST's use of mobile apps for professional learning is needed, hence the study. As for the literature review, the authors cover the theories and frameworks used in the study particularly the validated mobile pedagogical framework which comprises of three central and distinctive pedagogical features of m-learning namely personalization, authenticity and collaboration (iPAC). Studies covering this framework has been well explained by the authors. Other than that, the methodology used in this study is also clearly stated. This study implemented a qualitative research paradigm drawing on case study methods to examine PSTs’ mobile technology enhanced learning with PLNs. The research design is also clearly asserted and other explanation such as the method of data collection and data analysis are also sufficiently explained. Finally, in the discussion section, the authors included the findings and theories where it is stated that the findings of this study showed that technology-supported PLNs provided a rich m-learning experience for PSTs. The study is also believed to be providing insights into practices self-directed by PSTs that evidently exploit the distinctive pedagogical affordances of mobile technologies, providing a timely spotlight on effective contemporary m-learning in teacher education as well as it managed to uncover understandings of challenges that provide teacher-educators with increased clarity about the guidance needed to assist PSTs in managing their mobile technology-mediated PLNs.
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Reference:
Kearney, M., Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148.
ARTICLE REVIEW 2
Title: Understanding the Pedagogy Web 2.0 Supports: The Presentation of a Web 2.0 Pedagogical Model
In the article "Understanding
the pedagogy Web 2.0 supports: The presentation of a Web 2.0 pedagogical model",
published in October 2011, the writers speak about the concept of Web 2.0 in
the educational setting as well as how to incorporate pedagogical aspects into
the Web 2.0 usage. The writers justify the relevance of the topic in the
abstract by stated that the paper will contribute in the knowledge about Web
2.0 within educational context by presenting a Web 2.0 pedagogical model to
inform the educators of how to apply the learning theories associated with Web
2.0 in the classroom. In terms of problem statement, it is sufficient enough to
provide the gap. The writers asserted that the literatures written on Web 2.0
are lacking in evidence of the success. Literatures covering other pedagogical
models and how those pedagogies can be applied to facilitate the intended
learning outcomes of a course are also seem to be lacking hence the study is
conducted. Next, the writers indicate that they had performed an extensive
review of Web 2.0 literature to identify papers related to pedagogical models
in the Web 2.0 context. However, there were no variables or theories covered in
the said literatures that are mentioned in the paper. Only the topic covered in
other literatures are covered without going in-depth into the theories and variables
used. In this article, the writers had conducted a teacher training courses
based on the Web 2.0 pedagogical model taught through the use of Web 2.0 platform.
In general, the research design is vague and unclear. Targeted participants
which are various educationalist and several European countries as the area
covered in the study are clearly stated. However in terms of methodology, there
is no proper and specific methodology mentioned in the paper that was used by
the writers to carry out the said teachers' training course. Finally, as for
the discussion, the discussions related to findings and theories used by the writers are not clearly stated as
writers are quick to jump into conclusions. The contribution of the study is
stated in the abstract whereas it is similar to its relevance which is in the
field of education, the study is contributing to the knowledge about Web 2.0
specifically its pedagogical model.
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Reference:
Baxter, G. et. al. (2011). Understanding the Pedagogy Web 2.0 Supports: The Presentation of a Web 2.0 Pedagogical Model.
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