1. Where we are now… Observation/ Background survey Broad area of research Literature review Problem definition Problem statement Research questions Scope and limitations Benefits Theoretical framework Variables clearly identified Hypothesis generation Research design Methods Data collection Analysis Interpretation Deduction Hypothesis substantiated? RQ answered?

2. Setting the limits on your research limits

3. Operational Definitions Not ‘dictionary type definitions What you will using in your research Based on literature and past research How you will operationalize the variable/construct

4. Operational Definitions Try defining Girls and boys’ sense of belonging in single- gender schools

5. Literature Review

6. Today’s objectives Describe what a literature review is How to conduct a literature review Using library databases

7. What is “literature”? Scholarly Journals ( Educational Technology R &D, ELT Journal) Professional Journals ( Educational Leadership, ) Monographs Books; research reports; dissertations; other? Media Popular magazines (e.g. Dewan SIswa, Time) Newspapers (e.g., Berita Harian; The STAR) Remember – be critical… question what you read

9. Literature review What is a literature review ? Discussion of published information in a particular subject area Sometimes, information in a particular subject area within a certain time period

10. Literature review Can be a simple summary of the sources Has an organizational pattern and combines both summary and synthesis

11. Literature review SUMMARY - recap of the important information of the source SYNTHESIS - a re-organization, or a reshuffling, of that information. gives a new interpretation of old material combine new with old interpretations trace the intellectual progression of the field, including major debates evaluate the sources and advise the reader on the most pertinent or relevant.

12. Literature review Refer PurposesPurposes

13. Refer research article Online learning motivation Online learning motivation

14. What you should do  Generally  Identify key terms  Locate literature  Critically evaluate and select the literature  Organize the literature  Write a review

15. PREPARATION Clarify your topic Conceptual analysis Identify keywords

16. PREPARATION

17. TOPIC An evaluation of the usability of UiTM support web site for students with special needs

18. CONCEPTS Evaluation Usability Web sites Students with special needs UiTM

19. CONCEPTS What combination of concepts will other authors have researched & published? Should you ignore any concepts for the literature review?

20. CONCEPTS Evaluation√ Usability√ Web sites√ ?? Special needs √ Students - in this context ? Nottingham University X

21. CONCEPTS evaluation

22. CONCEPTS usabilityevaluation

23. CONCEPTS websitesusability

24. CONCEPTS evaluation websitesusability

25. CONCEPTS evaluation websitesusability special needs

26. Try one Mobile application for Dyslexic students

27. Mapping out Build family tree Identify variables Identify context/ setting Identify theories Look for research done in the area Categorize Defining Historical Justification Methods Scope Context

28. Conducting a literature review Start with a known item/ variable Use simple “Google search” Etd Annotated bibliography Dissertation abstracts Move on to library online databases

29. Where to start looking Start with your (sub)discipline first Has anyone in your field studied this problem? E.g., Education? = ERIC database Branch out to other disciplines – esp. if the topic is interdisciplinary What has been done in other (related) fields? E.g., Psychology (PsycINFO); Sociology (Sociological Abstracts); Cultural Theory…ETC.

30. Track your literature Keep a journal / page on your eportfolio– jot notes as you read Why is each item of interest to you? Where does the item “fit” in your research? Provides background/definitional information? Provides a good example to highlight your argument? Jot examples of great quotes – including page #s Remember – paraphrases must be cited as well Make copies as you go or better still upload /store in Mendeley Difficult/time-consuming to go back Be aware of copyright rules/restrictions! Itemize everything – document full citation as you find relevant information

31. Review “Re-views” – or looks again – at what others have done in a particular area of study (so may include research, opinion pieces, news articles, etc.) Is analytical and comparative – not purely descriptive Summarizing the articles is not enough – what does this mean to you? How does this connect with other things you’ve read? Use the literature to support/defend your argument To identify concepts/issues previously found to be significant and/or insignificant – including points of controversy (“critical eye”)

32. The Lit Rev Bullseye Think of the literature search as a bullseye Your problem is in the centre – has anyone studied this topic before? Chances are – no hits! If there is?? Slowly move your search out & away from the problem – to find other relevant studies

33. The Lit Rev Bullseye - example What do we know about the effects of playing online games on rural young Malay adults’ behaviours? Start with the exact question – has anyone studied this? If no – are there studies of how young adults’ behaviours in general? Studies of online gaming ? Studies that look at the problem – but with a different age group? In a different locale?

34. Evaluating the relevance of the literature: Questions to ask Topic relevance: Is the literature on the same topic as your proposed study? Individual and site relevance: Does the literature examine the same individuals and sites you want to study?

35. Evaluating the relevance of the literature: Questions to ask Problem relevance: Does the literature examine the same research problem as you propose in your study? Accessibility relevance: Is the literature available in your library or can it be downloaded from a web site?

36. Construct a Literature Map Identify key terms for the topic and put them at the top of the map Sort studies into topical areas or “families of studies.” Provide a label for each box which will become a heading for the review Develop the map on as many levels as possible

37. Literature Map The need for Teaching Programs to be Culturally Responsive Bennett, 1995; Eastman, Smith, 1991; Grant 1994; Noel,1995 Study Abroad Programs Attitude Toward Study Abroad King, Young,1994 Personal insights of Preservice Teachers Friesen, Kang McDongall, 1995; Mahan, Stachowski, 1991 Possible Improvements Martin, Rohrlich, 1991; Stachowski, 1991 Personal insights of Preservice Teachers Cockrell, Placier Cockrell, Middleton 1999, Goodwin, 1997 Kea, Bacon, 1999 Predominantly English Speaking Countries Mahan, Stachowski, 1990; Vall, Tennison, 1992 Need for further study: Non-English Speaking Cultures Main Question: Do short-term study abroad programs in non- English speaking cultures help create cultural responsiveness among preservice teachers? Conventional Programs Colville-Hall Macdonald, Smollen, 1995; Vavrus, 1994 Cross-Cultural Programs Cooper, Beare Thorman, 1990; Larke, Wiseman, Bradley, 1990 U.S. Programs

38. Literature Map

40. The LR frames your research

41. Exercise: Map your literature Find 5-10 articles related to your research problem Read the abstract Map out the literature Further action Summarize each study in an “abstract” that highlights important elements Identify each article’s contribution to the study Choose the most relevant ones Write your review ( in a paragraph) and post it in the group forum Example