Literature review online

Review of consumers’ online search behaviour and how this affects competition in online  search: consumer and firm , 2. It will help us if you say what assistive technology you review collects evidence from the available literature on how consumers search online and how firms operate as a result of this review discusses:How many options consumers consider when searching for different types of link positions they are most attracted brand loyalty and online reviews shape consumer relation to firms, it discusses the importance of differentiation in online markets and how firms use search engine optimisation (seo) and paid search to gain visibility review then considers the implications of these findings for the competition and markets authority in conducting future ition and markets us improve ’t include personal or financial information like your national insurance number or credit card ture review faculty participation in online distance education: barriers and ant director, professional training & sville sville , pa e@ce education is a medium of teaching and learning that has grown significantly in the past 10 years as indicated by the number of higher education institutions that offer courses and/or full degree programs via distance learning. More specifically, the use of computer-based technologies has increased from 22 percent in 1995 to 60 percent in purpose of this review is to examine the overall attitude of higher education faculty toward teaching via distance education. This review will also note factors that motivate and deter faculty participation in distance education, specifically in a web-based, online format. For the purpose of this review, distance education will refer only to this asynchronous, web-based, online programs via distance education offer a variety of benefits to faculty, students, and school administrators. In an online environment, interaction between faculty and student increases as does the ability to reach a greater number of learners, resulting in increased diversification and globalization (nea, 2000). Other benefits include meeting the needs of non-traditional students, who typically have responsibilities like career and family which keep them from taking traditional daytime college courses, and traditional students who may have a preference for learning in an online environment. Furthermore, as public colleges and universities experience decreasing financial state support, distance education provides a new audience and a new stream of revenue without the needs of additional on-campus facilities, such as residence halls and classroom with the growth of distance education offerings and enrollments, many faculty members are still hesitant to teach online.

While the amount of research focusing on faculty and administrator's perceptions of distance education is growing, there is a need to focus on faculty attitudes and specific factors motivating and inhibiting affecting participation in online, web-based teaching (williams, 2002; dillon & walsh, 1992). Of research studies chosen for this literature review focused on attitudes of faculty teaching via distance learning and more specifically, the perceptions that faculty have regarding motivators and inhibitors of teaching via online distance learning. In addition, the following online journals and organizational websites were reviewed for online research articles: the journal for asynchronous learning , the online journal of distance learning administration , the american journal of distance education , and the sloan consortium. In selecting literature to review, the author attempted to review research that was relatively current and no older than 10 years. After including additional keywords (satisfaction, inhibitors, asynchronous learning, online learning, perceptions, web-based learning and computer-mediated learning) paired with initial keywords and searching the reference lists of those articles already found, an additional search yielded thirty one articles, some of which were actual research studies and others that were descriptive articles or summaries. Eight dissertation abstracts were also located but results of the studies were not included in this literature ew of research ologies and educational research studies chosen for this review included thirteen studies, eight of which used both quantitative and qualitative methods, typically employing surveys that included short-answer questions or interviews which represented the qualitative aspect of the studies (berge, 1998; betts, 1998; jones & moller, 2002; mckenzie, et al, 2000; o'quinn & corry, 2002; parisot, 1997; rockwell, et al, 1999; schifter, 2000). Four studies were purely quantitative with all employing standard surveys either sent via campus mail, regular mail or on an online website (bonk, 2001; chizmar & williams; 2001; lee, 2001; wilson, 1998). Of and participants in research thirteen studies contained similar purpose statements and tended to focus on identifying factors that either motivated or deterred faculty participation in online teaching.

Seven of the thirteen studies, the participants included faculty who taught online courses or programs (berge, 1998; chizmar & williams, 2001; dooley & murphrey, 2000; lee, 2001; mckenzie, et al, 2000; parisot, 1997; wilson, 1998). Betts (1998), o'quinn & corry (2002) and schifter (2000) divided the faculty in their studies by those who had participated in teaching an online course and faculty who were considered non-participants never have taught via distance education technologies. Four studies included administrators, as well as faculty, as participants in the studies (betts, 1998; o'quinn & corry, 2002; rockwell, et al, 1999; schifter, 2000) and dooley & murphrey (2000) added support staff to the mix as gs of the ns of faculty regarding participation in teaching online include a lack of standards for an online course, the threat of fewer jobs, and a decline in usage of full-time faculty which faculty believe results in a decline in quality of faculty (ihep, 2000; nea, 2000). The factors within these categories are outlined in the next section of this of the literature supports that intrinsic motivators are stronger than extrinsic motivators when it comes to participation of faculty in online teaching. Some faculty stated that teaching via distance learning added to their overall job satisfaction (betts, 1998; schifter, 2000) and that teaching online provided optimal working conditions, as they were able to teach at any time and from any place. Faculty look to their peers for role modeling distance education technologies, sharing their online experiences, and online peer observations. Faculty are interested in online collaboration opportunities with faculty from other institutions and would welcome the institution's support of this type of collaboration (dooley & murphrey, 2000). When faculty outline the support issues that would motivate them to teach online, the support issue most noted is that of administrative recognition and encouragement for online efforts.

Faculty, both current participants and non-participants, and administrators indicate that monetary support, either in the form of stipends, continuing education or overload pay, or increased salaries would motivate faculty to teach online (betts, 1998; jones & moller, 2002; rockwell, et al, 1999; schifter, 2000; schifter, 2002). Faculty note the importance of the institution in providing training in how to effectively teach online (bonk, 2001) and to respect the decisions of faculty in deciding what are the most appropriate subjects or courses to teach via the medium. In addition, instructional design and development support is essential for faculty who do not have the time to develop and maintain online courses (bonk, 2001; dooley & murphrey, 2000). As faculty indicate personal factors that motivate them to teach online, there are also factors that deter them from teaching via distance education. The intrinsic factors that do deter online faculty participation include resistance to change (berge, 1998; parisot, 1997) and intimidation of technology (parisot, 1997). Twenty-two percent of faculty surveyed by berge (1998) indicated reluctance or inability to deal with thechanges often engendered by online teaching (survey results and discussion section, ¶ 8). Thus teaching an entire course online is a daunting faculty feel threatened by the technology and are concerned that online courses and programs will replace the on-campus learning experience. Another concern regards fully understanding distance education and what subject areas are most appropriate for an online environment (berge, 1998; betts, 1998).

No longer are the classroom walls borders for students; they can pick and choose online courses from one or more institutions and they will register for courses at institutions that will ensure their needs are met. Thus, some faculty from traditional institutions worry about the increased competition from those that offer online courses and programs (dooley & murphrey, 2000). Concerns in the area of technology and teaching are mostly in the area of course quality, yet it is interesting to note that many of the concerns regarding quality of online courses originate from faculty who have yet to participate in online teaching (betts; 1998; dooley & murphrey, 2000; jones & moller, 2002; o'quinn & corry, 2002: schifter, 2000). These faculty members perceive online teaching as sacrificing quality and therefore would rather not teach via the medium. Faculty are also concerned about the misinformation that is found on the internet (dooley & murphrey, 2000) and would rather not take the chance of being perceived as having similar content rmore, some faculty believe that online learning is inappropriate for traditional-aged students (o'quinn & corry, 2002) and support the need for face-to-face, on-campus classroom experiences. They believe that online courses will foster a decrease in student interaction (dooley & murphrey, 2000; jones & moller, 2002). The majority of factors that are barriers to teaching online are found in the areas of administrative and technical support. Time is considered to be an administrative issue because of the institution's ability to offer release time for development and maintenance of online courses.

In betts' (1998) study, the deans that were surveyed also indicated that the lack of release time would be an inhibitor for faculty participation in online teaching. Time devoted to teaching or developing online courses is not as highly regarded as is time spent on research or even on time spent teaching traditional face-to-face courses. Thus the lack of recognition from the administration and peers in the form of credit towards tenure and promotion is another large barrier to online faculty participation (betts, 1998; lee, 2001; rockwell, et al, 1999; wilson, 1998). Another barrier that is monetarily related is the lack of merit pay or financial stipends for faculty who develop or teach online courses (berge, 1998; dooley & murphrey, 2000; schifter, 2000; o'quinn & corry, 2002). This includes concerns about the lack of systems reliability and access to the online courseware as well as inadequate infrastructure, hardware, and software. Faculty are concerned about developing effective technology skills and mention lack of training as another deterrent to teaching online. In addition, there is a lack of knowledge regarding where to go for technical support while teaching in an online environment. The literature discusses a broad listing of factors and this author found no specific factors missing in the list of motivators or inhibitors.

While not a specific factor, the literature lacks a discussion of cultural and contextual influences regarding distance education in higher education institutions. Students increasingly choose to conduct research via the internet, escalating pressure on universities to provide online library access and causing faculty to be more knowledgeable about copyright and online plagiarism issues. And future majority of the data gathered from the studies in this literature review were done so via survey a quantitative method of data collection. The results provided an extensive list of motivating and inhibiting factors for faculty participation in online teaching but additional descriptive information was not included. In less than half (betts, 1998; dooley & murphrey, 2000; lee, 2001; rockwell et al, 1999; schifter, 2000) of the thirteen studies reviewed, administrators' voices were represented through survey and short answer responses. Higher education administrators must find ways to motivate and support faculty in their development and teaching of online courses and programs. Therefore further research should be done to answer the following questions: what are administrators' perceptions of motivating and inhibiting factors for faculty participation in online teaching? Once higher education administrators are aware of the motivators and inhibitors of faculty participation in distance education, how do they support and motivate faculty to teach online?

Journal of distance learning administration, volume viii, number i, spring university of west georgia, distance education to the online journal of distance learning administration ch perspectives on online radicalisation: a literature review  alexander meleagrou-hitchens and nick kaderbhai for full paper can be accessed  literature review seeks to recalibrate our understanding of online radicalisation, how it is conceptualised within the literature and the extent to which the policy debate has advanced in response to technological and legal developments. This is therefore reflected in the review, but an effort has also been made to highlight similar research on other movements;. As with the wider debate on radicalisation, there is little agreement on what constitutes online radicalisation and how, if at all, it happens. The influence of online interactions and propaganda on processes of radicalisation therefore remains a highly contested subject. It is a topic that has produced a broad swathe of literature, using different methodologies from a variety of disciplines;. Extremist use of the internet has rapidly evolved and effectively adapted to a constantly shifting online media environment. This is neither a criticism of social media companies nor a call for them to fundamentally change the services they provide, but rather a comment on the complexity of the challenge of online radicalisation;. While some analysts and scholars call for measures such as censorship, others argue that softer approaches, such as creating online so-called ‘counter-narratives’ and educating internet users, would be more effective.

While very few studies provide a convincing explanation of either, there are signs that a more sophisticated approach is beginning to take ript must be enabled for the correct page g the literature you have never written a literature review before, use the resources in this list to learn how to approach this special type of research project and get step-by-step help. You can also view some sample literature reviews from other colleges and universities to writing a literature literature review: a few tips on conducting it. Expressionbiosystemsdatabase of genotypes and phenotypes (dbgap)e-utilitiesgenegene expression omnibus (geo) database gene expression omnibus (geo) datasetsgene expression omnibus (geo) profilesgenome workbenchhomologenemap vieweronline mendelian inheritance in man (omim)refseqgeneunigeneall genes & expression resources... Medicinebookshelfdatabase of genotypes and phenotypes (dbgap)genetic testing registryinfluenza virusmap vieweronline mendelian inheritance in man (omim)pubmedpubmed central (pmc)pubmed clinical queriesrefseqgeneall genetics & medicine resources... Utilitiesjournals in ncbi databasesmesh databasencbi handbookncbi help manualncbi news & blogpubmedpubmed central (pmc)pubmed clinical queriespubmed healthall literature resources... Toall how tochemicals & bioassaysdna & rnadata & softwaredomains & structuresgenes & expressiongenetics & medicinegenomes & mapshomologyliteratureproteinssequence analysistaxonomytraining & tutorialsvariationabout ncbi accesskeysmy ncbisign in to ncbisign : abstractformatsummarysummary (text)abstractabstract (text)medlinexmlpmid listapplysend tochoose destinationfileclipboardcollectionse-mailordermy bibliographycitation managerformatsummary (text)abstract (text)medlinexmlpmid listcsvcreate file1 selected item: 12792194formatsummarysummary (text)abstractabstract (text)medlinexmlpmid listmesh and other datae-mailsubjectadditional texte-maildidn't get the message? 2003 may-jun;21(3): cancer support groups: a review of the research p1, bunnell d, cullen m, soneji r, gibbons p, holecek information1department of nursing, university of delaware, newark, de 19716, usa. A review of the literature revealed 9 research articles (describing 10 research studies) that focused on computer-mediated or internet cancer support groups.

The researchers in 9 of the 10 studies concluded that online cancer support groups helped people cope more effectively with their disease. The few studies that were found in the literature suffered from a lack of experimental design, small and homogenous samples, and lack of outcome measures, thereby limiting applicability of : 12792194 [indexed for medline] sharepublication type, mesh termspublication typereviewmesh termsadaptation, psychologicalaffectdepression/psychologyfemalehumansinternet/organization & administration*maleneoplasms/psychology*online systems/organization & administration*patient education as topicresearch design/standardssample sizeself-help groups/organization & administration*sex factorssocial isolationsocial supportlinkout - more resourcesfull text sourceswolters kluwerovid technologies, literature sourcescos scholar universedare review - pubmed healthmedicalcancer--living with cancer - medlineplus health informationpubmed commons home.