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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
24 Jun 2015
TL;DR: In this paper, a review of 162 studies related to design-based research (DBR) published from 2004 to 2013 were selected and reviewed, and the major findings indicated that most of the studies focused on designing, developing, and redesigning learning environments through interventions.
Abstract: Design-based research (DBR) that blends designing learning environments and developing theories has proliferated in recent years. In order to gain insights into DBR, 162 studies related to DBR published from 2004 to 2013 were selected and reviewed. The major findings indicated that most of the studies focused on designing, developing, and redesigning learning environments through interventions. However, how to revise the intervention was not specified in detail. Also, the testing of an intervention was found to be still dependent on the measurement of cognitive outcomes. Furthermore, it was found that most DBR only conducted one cycle of iteration. This review of research not only identifies the progress of DBR, but also provides future directions of DBR for researchers and practitioners.

55 citations

Journal ArticleDOI
TL;DR: In this article, the differences and similarities between Instructional Systems Design (ISD) and Design Research (DR) are discussed and the implications of these differences for educational technology researchers and practitioners.
Abstract: Design research (DR) has been an emerging research paradigm in the field of educational technology as well as in education generally for two decades. Educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching. Given its still relative novelty, design research requires further discussion regarding what it is and how it can be effectively executed. Instructional Systems Design (ISD) is one of the major activities carried out by educational technologists. Both ISD and design research deal with the enactment of design to improve educational practice. This paper describes the differences and similarities between these two activities and addresses the implications of these differences and similarities for educational technology researchers and practitioners.

55 citations

Journal ArticleDOI
TL;DR: A pilot study of the mobile component of this re-designed course represents the first stage of an on-going Design-Based Research (DBR) study on language learning with mobile devices for augmenting ESP learning by taking learning outside the classroom into the real-world context.
Abstract: An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate language proficiency, particularly in speaking and listening skills, as a major barrier for ESL college learners seeking employment, or employers hiring and retaining immigrants as employees (CIITE, 2004; Palalas, 2009). As a result of these findings, language support was designed to provide English language instruction going beyond the standard 52-hour course: a hybrid English for Accounting course encompassing in-class, online and mobile-assisted ESP instruction. This paper reports on the pilot study of the mobile component of this re-designed course, which represents the first stage of an on-going Design-Based Research (DBR) study. Discussion is also offered of a new learning theory which we have called Ecological Constructivism (Hoven, 2008; Jakobsdottir, McKeown & Hoven, 2010), devised to incorporate the multiple dimensions of Ecological Linguistics and Constructivism in the situated and context-embedded learning engendered by these new uses of mobile devices.

54 citations

Journal ArticleDOI
TL;DR: In this article, the authors argue that a tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities.
Abstract: A tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities. When determining what works in education, researchers tend to emphasize evidence-based practices (EBPs) supported by research that is rigorous and internally valid, whereas practitioners tend to value practice-based evidence (PBE) that is relevant and externally valid. The authors argue that these separate mindsets stem from the classical view of research as being either rigorous or relevant. In his canonical Pasteur's Quadrant, Stokes (1997) proposed that rigor and relevance are complementary notions that, when merged, further the production, translation, and implementation of instructional practices that are both rigorous (i.e., evidence-based) and relevant (i.e., practice-based). The authors propose educational design research (EDR) and communities of practice (CoPs) as frameworks through which to realize the promi...

54 citations

Journal ArticleDOI
TL;DR: Factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence, which indicate that students vary in their responses towards the benefits of Blended Learning.
Abstract: This paper aims to explore the benefits of Blended Learning towards students’ learning experiences at an offshore campus of an Australian university located in Ho Chi Minh City, Vietnam. At the university campus, the Blended Learning practice in use is the displacement of content. Content displacement refers to a portion of the learning content and activities for a course being delivered online via the Learning Management System. Learning not only happens in face-to-face sessions at a given time but is extended to online spaces as well, happening anywhere at any time at students’ preference. The focus of this research is its usefulness and effectiveness in promoting interactions between students and their peers, their teachers, and course materials. An online survey, which was designed based on a set of validated questions, was used to collect data from sixty-six students enrolled in eight Blended Learning courses. The analysis of the survey results provides empirical evidence to the claim that students’ perception of their learning experiences at the university was beneficially impacted as a result of the Blended Learning environment in each of their classes. Specifically, factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence. In addition, significant differences between the clusters on these factors indicate that students vary in their responses towards the benefits of Blended Learning and their experience with a Blended Learning approach.

53 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