A systematic literature review of the use of semantic web technologies in formal education

Research output: Contribution to journalReviewResearchpeer-review

Abstract

This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck‐Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.
Original languageEnglish
JournalBritish Journal of Educational Technology
Volume50
Issue number2
Pages (from-to)505-517
ISSN0007-1013
DOIs
Publication statusPublished - Mar 2019

Fingerprint

semantics
education
learning environment
personalization
literature
ontology
teacher
evaluation
resources
learning
student

Cite this

@article{dd556559809b432a8b62605e7001bdf9,
title = "A systematic literature review of the use of semantic web technologies in formal education",
abstract = "This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck‐Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.",
author = "Jesper Jensen",
year = "2019",
month = "3",
doi = "10.1111/bjet.12570",
language = "English",
volume = "50",
pages = "505--517",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley-Blackwell",
number = "2",

}

A systematic literature review of the use of semantic web technologies in formal education. / Jensen, Jesper .

In: British Journal of Educational Technology, Vol. 50, No. 2, 03.2019, p. 505-517.

Research output: Contribution to journalReviewResearchpeer-review

TY - JOUR

T1 - A systematic literature review of the use of semantic web technologies in formal education

AU - Jensen, Jesper

PY - 2019/3

Y1 - 2019/3

N2 - This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck‐Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.

AB - This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck‐Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.

U2 - 10.1111/bjet.12570

DO - 10.1111/bjet.12570

M3 - Review

VL - 50

SP - 505

EP - 517

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 2

ER -