Transfer from research to practice – A scoping review about transfer strategies in the field of research on digital media

Abstract

Using digital media to improve teaching and learning is one of the most pressing challenges in education. This challenge can only be met if the transfer of research knowledge to practitioners is successful. So far, little is known about transfer strategies researchers in the field of digital media are pursuing. Transfer strategies may include activities to identify research questions that are relevant for every day teaching and learning, to communicate research findings or to collaborate with practitioners during the process of research. In this scoping review, empirical studies on the use of digital media were screened to examine types of transfer strategies. 483 empirical studies have been categorized by different properties. The results of a latent class analysis identify research approaches using collaborative, sequential, and no transfer strategies. Research projects without explicitly elaborated transfer strategies cover 78% of all studies. Multinomial logistic regression analyses were conducted to examine whether study design, data collection, data analysis, and disciplinary background could predict the likelihood of specific transfer strategies. The results of regression analyses indicate that the transfer from research to practice in the field of digital media should be optimized.

Keywords

• Digital media
• Research collaboration
• Research to pratice
• Transfer
• Scoping review
• Latent class analysis