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Journal Article

Designed-Based Research and Technology Enhanced Learning Environments

TL;DR: In this paper, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs) and discuss future challenges of using this methodology.
Abstract: During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)
Citations
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Journal ArticleDOI
TL;DR: This paper creates a basis of methodological guide to construct and evaluate a machine learning (ML) based DSS artefact by conformity to the features and tenets of commonalities between DSR and DBR and correlating them to Peffer's design science research approach.
Abstract: This paper proposes an integrated research framework that takes advantage of the similarities of design science research (DSR) and Design-based research (DBR) for developing a new decision support system (DSS) artefact. Firstly, the paper discusses the progression of DSR in the Information Systems and evolution of DBR in educational technology notifying the similarities and limitations. Next, we apply our proposed framework combining DSR and DBR to develop and effectively evaluate the artefact of the Educational DSS that can be used to identify students at risk and improve student retention and completion rate. Further, our paper creates a basis of methodological guide to construct and evaluate a machine learning (ML) based DSS artefact by conformity to the features and tenets of commonalities between DSR and DBR and correlating them to Peffer’s design science research approach. In line with the characteristic of DSR and DBR, the development framework that we proposed will be used as a new source of knowledge to design any IT artefact in the education domain.

9 citations

Dissertation
01 Jun 2014
TL;DR: In this article, the authors explored the efficacy of a game-based learning intervention designed to assist children with an autistic spectrum disorder overcome sensory dysfunctions, and they showed that a game based intervention catering to sensory dysfunction can be a successful application as a learning tool.
Abstract: This thesis discussesan investigation that has explored the efficacy of a game-based learning intervention designed to assist children with an autistic spectrum disorder overcome sensory dysfunctions. The aim of the study is to verify, through examining past research and solutions, that there is an existing need for coping strategies to address sensory dysfunction. The investigation aims to corroborate the background research by creating an intervention generated by participants on the autistic spectrum, their family and education support network that fulfils a need to minimise sensory distress. The overall purpose of the study is to show that a game based intervention catering to sensory dysfunction can be a successful application as a learning tool. The design-based research methodology used reflected the game based and participatory process which drive the intervention‟s development. The data provided by the participants was instrumental in enabling a design to be made that ostensibly met the needs of its users based on the information disclosed. Discussion takes place of the challenges that affected the investigation and how the direction of the study was steered as a result of the data acquired and adjustments that were made. The findings allowed a number of conclusions to be reached and the last chapter reflects on how the background research contributed towards the results and how the design of the development was affected as a result. The final chapter deliberates on the autistic diagnostic process, the place that sensory dysfunction takes within this procedure and how the investigation highlights the need for more consideration to be given to sensory behaviours within this process. The thesis concludes with possible answers to the research question, accompanied by an explanation of the reasons for the outcomes. Finally, contemplation is given to the findingsand how the study could benefit from further research.

8 citations

01 Jan 2019
TL;DR: The finding shows the variety additional factors used as of academic performance, and TAM factors with continuous intention to use e- learning are significant positive values for e-learning in educations.
Abstract: This study analyses comprehensive of the existing theories that validate the accuracy of technology acceptance models (TAM). Also, examining the adopted TAM factors in conjunction with massive open online course (MOOC) features for continuous intention to use. The main problem phased TAM is the adoption of the right factors used for modelling design. The objective is to come out with the common factors could be used in e-learning. The method of this study is based on the combination between the application of technology-enhanced learning (TEL) techniques factors and the facilities of e-learning factors. This combination can be tested by adopted model as it provides flexibility to both lecturers and students. The finding shows the variety additional factors used as of academic performance, and TAM factors with continuous intention to use e-learning are significant positive values for e-learning in educations.

8 citations

Journal ArticleDOI
TL;DR: Evidence related to the promise and performance of educational technology is introduced, problems and issues inherent in educational technology research are identified, and a working framework for studying the learning effects of, and with, technology is proposed.
Abstract: WHILE EDUCATIONAL TECHNOLOGY APPLICATIONS in higher education have grown dramatically during the past 20 years, significant disagreements exist as to their effectiveness and impact Advocates and critics tend to advance competing positions, but little evidence of technology’s impact derived through disciplined inquiry has been presented in support of either position The research that has been conducted has rarely been shared across the diverse disciplines represented in postsecondary settings, so little collective impact has been possible In this paper, we introduce evidence related to the promise and performance of educational technology, identify problems and issues inherent in educational technology research, and propose a working framework for studying the learning effects of, and with, technology

8 citations

Journal ArticleDOI
TL;DR: Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance.
Abstract: The article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi-structured interviews with the teachers. Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance. The teachers also experienced an increased awareness of the students’ understanding of the topics. Yet, the findings indicate a gap between the reception and use of the feedback.

8 citations

References
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Book
01 Jan 2002
TL;DR: In this paper, conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
Abstract: This book explains clearly conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, Complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.

13,768 citations

Book
01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

10,256 citations

Journal ArticleDOI
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Abstract: (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178

3,738 citations

Book
01 Jan 1990
TL;DR: Whyte as discussed by the authors discusses the role of the social scientist in participatory action research in agricultural research and development in the context of agricultural data collection and data sharing in the field of agricultural research.
Abstract: Introduction - William Foote Whyte PAR IN INDUSTRY Participatory Action Research - William Foote Whyte, Davydd J Greenwood and Peter Lazes Through Practice to Science in Social Research Participatory Action Research - Larry A Pace and Dominick R Argona A View from Xerox Participatory Action Research - Anthony J Constanza A View from ACTWU Participatory Action Research - Jose Luis Gonzalez Santos A View from FAGOR Participatory Action Research and Action Science Compared - Chris Argyris and Donald Schon A Commentary Comparing PAR and Action Science - William Foote Whyte Research, Action and Participation - Richard E Walton and Michael Gaffney The Merchant Shipping Case Co-Generative Learning - Max Elden and Morton Levin Bringing Participation into Action Research Action Research as Method - Jan Irgen Karlsen Reflections from a Program for Developing Methods and Competence Participant Observer Research - Robert E Cole An Activist Role PAR IN AGRICULTURE Participatory Strategies in Agricultural Research and Development - William Foote Whyte A Joint Venture in Technology Transfer to Increase Adoption Rates - Ramiro Ortiz Participatory Action Research in Togo - Richard Maclure and Michael Bassey An Inquiry into Maize Storage Systems The Role of the Social Scientist in Participatory Action research - Sergio Ruano Social Scientists in International Agriculture Resarch - Douglas E Horton Ensuring Relevance and Conributing to the Knowledge Base Conclusions - William Foote Whyte

3,617 citations

Journal ArticleDOI
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
Abstract: In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.

3,121 citations