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Science Mapping as a Learning-by-Doing Educational Technology Tool for Doctoral Education: A PhD Literature Review Experience Based on Science Mapping

Science Mapping as a Learning-by-Doing Educational Technology Tool for Doctoral Education: A PhD Literature Review Experience Based on Science Mapping

Maryam Nejma, Abdelghani Cherkaoui
Copyright: © 2020 |Volume: 10 |Issue: 3 |Pages: 21
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781799807452|DOI: 10.4018/IJOPCD.2020070104
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MLA

Nejma, Maryam, and Abdelghani Cherkaoui. "Science Mapping as a Learning-by-Doing Educational Technology Tool for Doctoral Education: A PhD Literature Review Experience Based on Science Mapping." IJOPCD vol.10, no.3 2020: pp.57-77. http://doi.org/10.4018/IJOPCD.2020070104

APA

Nejma, M. & Cherkaoui, A. (2020). Science Mapping as a Learning-by-Doing Educational Technology Tool for Doctoral Education: A PhD Literature Review Experience Based on Science Mapping. International Journal of Online Pedagogy and Course Design (IJOPCD), 10(3), 57-77. http://doi.org/10.4018/IJOPCD.2020070104

Chicago

Nejma, Maryam, and Abdelghani Cherkaoui. "Science Mapping as a Learning-by-Doing Educational Technology Tool for Doctoral Education: A PhD Literature Review Experience Based on Science Mapping," International Journal of Online Pedagogy and Course Design (IJOPCD) 10, no.3: 57-77. http://doi.org/10.4018/IJOPCD.2020070104

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Abstract

The dynamic and fast-growing research literature is currently decreasing research student ability to pinpoint the relevant information and easily develop critical reflectivity. This article describes the experience of a beginner doctoral researcher using science mapping to perform efficiently a comprehensive literature review. The reported review includes the methodological steps, lessons learned, and difficulties faced under challenging review conditions: lack of any third-party support, lack of bibliometric training, and lack of reviewer research experience. The reported experience showed positive results in term of efficiency, rigor, time/effort, and learning value and highlighted how the process induced in the doctoral researcher self-learning, innovative thinking, reflectivity, and a push for novelty comparing to classical literature reviews. This experience successfully assesses science mapping as an educational technology tool for reviewing literature for lay researchers. The paper is a call to disseminate science mapping in doctoral courses as a learning-by-doing educational approach for literature reviews.

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