Page 96 - International Perspectives on Effective Teaching and Learning in Digital Education

Sabina Ličen and Mirko Prosen

CASP provides a structured approach to determining the rigour, credibility
and relevance of research findings.
The nine studies selected for synthesis underwent a systematic appraisal
process. Each study was independently reviewed by the authors using the
CASP checklist appropriate to their study design. This double-blind assess-
ment was intended to minimise individual bias and ensure a thorough eval-
uation of study quality. Any discrepancies in the assessments were discussed
at length, with final decisions made on the basis of consensus based on the
evidence presented in each study. Following this critical appraisal, all nine
studies met the quality criteria and were deemed suitable for inclusion in the
study.

Data Extraction and Synthesis
A synthesis process was used to systematically analyse the models and frame-
works identified in the selected studies. To ensure clarity and methodologi-
cal consistency, the studies were first categorised according to their primary
focus, i.e. whether they examined conceptual frameworks, implementation
models or evaluation strategies for online learning in higher education.
For data extraction, each study was reviewed independently, using a custom-
ised data extraction form designed to capture key elements, including frame-
work type, educational content and key findings. A narrative synthesis was
conducted to integrate the findings of the different study types and enable a
comparative analysis of the strengths and limitations of the existing models.
This approach not only provided insights into the effectiveness and applica-
bility of the different frameworks but also helped to identify common themes
and emerging trends in the field of digital education.

Results
This review includes nine studies that present different models and frame-
works for online learning in higher education. These studies include evalu-
ation models (Campbell et al., 19), frameworks for technology-enhanced
learning (Choi-Lundberg et al., 3), and pedagogical and theoretical con-
structs (Guàrdia et al., 1; Kim & Gurvitch, ; Smith et al., 17). They
also examine quality measurement (Manian & Pius, 3), integrative assess-
ment (Marciniak, 18), adaptive learning systems (Wang et al., 15) and
peer feedback models (Kerman et al., 4). The selected studies provide
insights into student engagement, instructional strategies, institutional as-
sessment, quality assurance and technological integration in digital educa-
tion (Table 1).

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