{"id":3950,"date":"2020-04-03T14:52:22","date_gmt":"2020-04-03T18:52:22","guid":{"rendered":"https:\/\/pedagogienumerique.chaire.ulaval.ca\/?p=3950"},"modified":"2020-04-08T21:52:43","modified_gmt":"2020-04-09T01:52:43","slug":"a-panorama-of-emergent-digital-technologies-usages-for-training-purposes-methodology","status":"publish","type":"post","link":"https:\/\/nadianaffi.fse.ulaval.ca\/en\/uncategorized\/a-panorama-of-emergent-digital-technologies-usages-for-training-purposes-methodology\/","title":{"rendered":"A panorama of disruptive and emergent digital technologies usages for training purposes: Methodology"},"content":{"rendered":"\n
\n

Azeneth Patino<\/a> |<\/strong><\/p>\n\n\n\n\n\n\n\n

Introduction<\/h2>\n\n\n\n

To conduct a panorama of the uses of disruptive and emergent technologies for training purposes, we examined the scientific and professional literature on the design, development, and implementation of research-informed or theory-based training programs involving emergent technologies as well as the development of technological solutions for training in higher education, health, banking, human resources, transportation, government, and private organizations. <\/p>\n\n\n\n

Out of 1572 initially identified publications for the period between January 2019 and December 2019, 95 articles were included in the final synthesis based on explicit inclusion and exclusion criteria.  <\/p>\n\n\n\n

The following\nresearch questions guided the literature review: <\/p>\n\n\n\n

  • RQ1. <\/strong>What disruptive\/emergent technologies do sectors such as health, banking, human resources, transportation, higher education, government, and private organizations use to train their people? <\/li>
  • RQ2.<\/strong> How do sectors such as health, banking, human resources, transportation, higher education, government, and private organizations use these emergent technologies to train their people? <\/li><\/ul>\n\n\n\n

    Methodology<\/h2>\n\n\n\n

    The purpose of this literature review was to identify the reported usages of disruptive and emerging technologies for training purposes in the following sectors: Higher education, health, banking, human resources, transportation, government, and private organizations. In order to do so, we followed the following steps:<\/p>\n\n\n\n

    1. Define key concepts and search terms according to the purpose of the literature review, as per table 1. <\/li>
    2. Perform a search in a series of scientific databases using search terms associated with three key concepts (i.e. domain, technology, and sector).
      • Due to a large amount of retrieved unrelated papers in previous search strings and to the wide scope of the research that aims to gather information in several sectors, the Boolean\/Phrase type of search was chosen since its search operators permit to narrow the search and provide more relevant results. <\/li>
      • The documents that were considered for the study include peer-reviewed articles, conceptual papers, reviews of literature and editorial articles in professional magazines published between January 2019 and December 2019. <\/li>
      • The search string and criteria for this literature review included publications indexed in EBSCO Host listed databases Academic Search Premier, Education Source, ERIC, and Human Resources Abstracts. <\/li><\/ul><\/li>
      • Refine the search string. The final search strategy shown in Table 1 was refined by focusing on retrieving documents with the search terms associated with the technology key concept in the title. <\/li>
      • Select publications per title according to inclusion criteria. By refining the search with concept 2 in the title, duplicates were removed and publications were selected based on the inclusion criteria. <\/li>
      • Select publications per abstract information. After duplicates were removed, abstracts were considered to select papers based on the following inclusion criteria:
        • Articles reported the use of disruptive\/emerging technologies within the scope of training, learning, and development or professional development in the identified sectors.<\/li>
        • Full-text was available. If a paper was unavailable via database searches, requests were sent directly to the authors.<\/li>
        • Articles were written in English.<\/li>
        • Articles had been published in 2019.<\/li><\/ul><\/li>
        • Select publications per full-text according to inclusion and exclusion criteria. Once the full-texts were retrieved, articles were selected or excluded according to the previously mentioned inclusion criteria. Excluded articles at this phase presented one of the following characteristics:
          • Articles focused on elementary or high school rather than training and\/or higher education.<\/li>
          • Articles did not report the use of emergent technologies for training.<\/li>
          • Articles reported the use of emergent or disruptive technologies for other uses rather than training.<\/li>
          • Full-texts were not written in English.<\/li>
          • Full-text was unavailable. <\/li><\/ul><\/li>
          • Review publications for inclusion in the research report. Selected papers were retrieved from a search undertaken in late October 2019. The publication screening process is summarized in Table 2 and Figure 1. <\/li><\/ol>\n\n\n\n
            \n
            \n
            \"\"
            Table 1<\/strong><\/figcaption><\/figure><\/div>\n\n\n\n\n<\/div>\n\n\n\n
            \n
            \"\"
            Table 2<\/strong><\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
            \"\"
            Figure 1<\/strong><\/figcaption><\/figure>\n\n\n\n

            To note, since the final draft of this report, 5 more full-text articles were sent to us by the authors. These articles were not included in the results section but are included in the references list.<\/p>\n\n\n\n

            Results<\/h2>\n\n\n\n

            This literature review aimed to examine the scientific and professional literature on emergent technology use for training in higher education, health, banking, human resources, transportation, government, and private organizations. Table 3 presents the panorama of emerging technologies used for training per sector. <\/p>\n\n\n\n

            \"\"
            Table 3<\/strong><\/figcaption><\/figure><\/div>\n\n\n\n

            References<\/h2>\n\n\n\n
            \"\"<\/figure><\/div>\n\n\n\n
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