Collaboration Models, Evaluation and Assessment, Qualitative Research, Technology-Based Learning.

The study delves into the impact and effectiveness of technology-driven learning methods. It employs a qualitative approach, specifically a Systematic Literature Review, to analyze literature from respected sources such as Scopus, DOAJ, Sinta, Web of Science (WOS), and Google Scholar from 2015 to 2023. The findings highlight diverse evaluation and assessment frameworks and methodologies for measuring the effectiveness of technology-based learning initiatives, revealing the complexity of such assessments. While the insights are valuable, there are still knowledge gaps that require attention. Moving forward, there is a need for focused research on the specific effects of technology-based education on different student groups, including those with disabilities or varying socio-economic backgrounds. Additionally, there is an urgent requirement for in-depth studies on mitigating technical risks and challenges, as well as exploring more efficient collaboration models in technology-based education. These areas should be prioritized for future research. It's important to acknowledge certain limitations within this study, including constraints on time and resources that may have impacted the scope of the research, the reliance on existing literature which may have limited the exploration of emerging trends, and the potential introduction of subjectivity due to the qualitative nature of the methodology. This research contributes by providing a comprehensive examination of existing literature on the influence and efficacy of technology-based learning approaches. Through a Systematic Literature Review methodology, it synthesizes insights from diverse sources, shedding light on the complexities and challenges inherent in evaluating and assessing technology-based learning initiatives. The identification of areas requiring further investigation, particularly regarding specific student populations and technical challenges, offers valuable guidance for future research endeavors.      

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