How to Make a Review of Related Literature
How to Make a Review of Related Literature Do not you know how to make a review of related literature? No panic! Make use of our guide and you are sure to create a qualitative review of related literature. What is a Review of Related Literature? A review of related literature is an integral part of theses or dissertations. It may also be a required part of proposals. The main purpose of a review of related literature is to analyze scientific works by other researchers that you used for investigation critically.
How to Write the Introduction of a Review of Related Literature In order to make the Introduction elaborately, take the following steps: Identify the general topic of the sources under discussion. Thus, you will provide the context of your review of related literature; Discuss what was already presented about the topic of your paper: conflicts in a theory, conclusions, gaps in research and scholarship, etc.
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Explain why the literature used is worth reviewing. How to Write the Body of a Review of Related Literature When writing the Body, do the following:
Group the sources according to their common dominators (approaches, objectives or any specific chronologies); Give the examples of how to sort out these groups. Use quotations, evidences, data, etc. They will make your review of related literature more valid. How to Write the Conclusion of a Review of Related Literature To make the Conclusion, do the following: Summarize the contributions of the literature sources made to the area of study you investigate. Maintain the central focus in the Introduction; Give a kind of insight into the relationship between the topic of your review and a larger study area (e. . a discipline, a scientific endeavor, etc. ) You can also read about a review of biblical literature and alternatives to book report on the blog of our site. A literature review is a body of text that aims to review the critical points of current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work.
To make multimedia even more effective, many individuals add interaction, which means involving the user when he/she accessed the multimedia application (Payne,1993, p. 72-75). This aspect also provided a non-linear, user-defined constructivist environment. Multimedia was defined as a presentation or a program involving the use of multiple media data types such as audio, video, graphics, text, and images. Multimedia incorporated different media sources operating under computer control. A multimedia system was a computer capable of processing and displaying multiple media data types such as audio, video, graphics, text, and images.
Such data types may reside on the same data storage device or may come from different source media such as CD-ROM and/or digital video disk (DVD). Programs were reviewed that facilitated multimedia implementation in educational settings. Commercial products provided a rich source of choices. Commercial Products Authoring programs used in this and other multimedia projects were Claris Home Page to create web pages, Microsoft Power Point to create presentations, and Microsoft Front Page to create web pages.
Other programs widely used for multimedia authoring were HyperCard (a program that required some programming knowledge – largely used to create kiosks, and other instructional presentations), and Hyperstudio (a more user-friendly version of Hyper Card that worked very well with kindergarten through fifth grade students). HyperCard, Hyperstudio, Claris Home Page, Microsoft Front Page, and Microsoft Power Point supplied a rich environment in which to create multimedia projects. These programs were used in the implementation of this study due to their ease of use and versatility.
All products referenced were available to be used by students and teachers to create projects incorporating linkages to text, scanned images, full motion video and audio clips. Programs were chosen based upon their ability to convey subject matter in non-linear presentations. Multimedia-related Terms Multimedia-related definitions were presented by Taeth, 2001. Multimedia was defined as human-computer interaction involving text, graphics, voice and video. Often, it also included concepts from hypertext.
This term has come to be almost synonymous with CD-ROM in the personal computer world since the large amounts of data involved are currently best supplied on CD-ROM. Hypertext is a term coined by Ted Nelson around 1965 for a collection of documents (or nodes) containing cross-references or links, which with the aid of an interactive browser program, allowed the reader to move easily from one document to another. (See also hypermedia). Hypertext Markup Language (HTML) was a document format specified to be used by the World-Wide Web. Built on top of SGML (Standard Generalized Markup Language), Tags were embedded in the text.
A tag consists of a “”. Matched pairs of directives, like “” and “”, were used to delimit text which was to appear in a special place or style. Links to other documents were in the form: zoo where “a”, “/a” delimit an “anchor”, “href” introduced a hypertext reference which in this case is a Uniform Resource Locator (URL) (the thing in double quotes in the example). The text “zoo” was the label appearing on the link in the browser. Other common tags included for a new paragraph, for bold text, for an unnumbered list, for pre-formatted text, and , .. for headings.