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
More filters
••
01 Dec 2009TL;DR: The application of exploratory, and usability evaluations during the design-based research study is described, and participant selection, data collection and analysis; and results relevant to usability portions of this study are presented.
Abstract: A large number of organizations have adopted e-Learning programs, and far fewer have addressed the usability of their learning applications. To ensure the quality of e-Learning training material, we utilized the usability evaluation heuristic in the design and development processes. The application of exploratory, and usability evaluations during the design-based research study is described. Additionally, participant selection, data collection and analysis; and results relevant to usability portions of this study are presented.
4 citations
01 Jan 2013
TL;DR: A DESIGN-BASED RESEARCH STUDY EXAMINING the IMPACT of MOTIVATIONAL EMAILED MESSAGES to First Year STUDENTS by
Abstract: A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF MOTIVATIONAL EMAILED MESSAGES TO FIRST YEAR STUDENTS by
4 citations
09 Jul 2013
TL;DR: In this paper, the authors developed an instructional delivery framework for online courses that would meet requirements from accreditation and regulatory agencies, faculty and administration concerns about how to design and implement quality distance courses, and maintenance of pedagogical flexibility for faculty.
Abstract: In the Fall 2010 semester, student enrollment in distance education courses increased in the United States to over 6.1 million students taking at least one distance course. Distance education allows institutions to meet increasing demands from the government and business sectors for more graduates in ways that face-to-face courses cannot meet with physical space, faculty resources, and class size limitations. Faculty and administrators express concerns about poor academic quality in online courses and programs. Existing models such as Sloan-C Five Pillars of Quality Online Education and Quality Matters do not adequately address course delivery quality. This Formative Research study was an effort to develop an instructional delivery framework for online courses that would meet requirements from (a) accreditation and regulatory agencies, (b) faculty and administration concerns about how to design and implement quality distance courses, and (c) maintenance of pedagogical flexibility for faculty. The study produced a quality instructional delivery model that was developed through iterative cycles of faculty use and feedback with the framework. Data were analyzed using the Three C’s Model. This developed model provides a flexible, comprehensive, and quality-oriented model for the delivery of distance courses in a traditional university environment. The framework enables faculty of various disciplines and experience with online instruction to design a course for distance delivery that meets quality demands while allowing for the freedom customary for faculty membership. The framework produced an appealing, effective, and efficient instrument that can support the growth of quality distance courses and programs within institutions. Dedication My wife told me that the dedication should read, “To my wife and children, without whom I would have been done three years ago.” I can emphatically state that while this might have been completed earlier it was through their unwavering support, love, and respect that I was able to complete this at all. More importantly, it was the times between reading, studying, researching, writing, and thinking that made this accomplishment more worth my energy and time. To my wife, Maggie, and my children, Olivia and Nathan, you all provide me the encouragement to dream big and accomplish those dreams. Thank you to my muse for the late nights, inspiration, and freedom to explore these ideas. Finally, I dedicate this work to my professional network of excellent scholars and researchers. A daily reminder that this work is not only possible, but also needed. Thank you all for without you this would be an unfulfilled dream. Acknowledgements This dissertation was only possible with the expert guidance of my committee: Dr. Gary Berg, Dr. Mark Kass, and Dr. Ronald Schenk. I was fortunate to get these scholars to take a personal interest in my work and ensure that the project would be a meaningful contribution to the field of distance education. My committee chairperson, Dr. Berg who possesses a discerning command over a vast range of literature in distance education, was an invaluable resource for me. Dr. Kass and his expertise in qualitative research provided important direction and support for my research. Dr. Schenk’s insights into higher education and faculty dynamics helped me to find a voice for this project. I would also like to acknowledge and thank Dr. Mimi HarrisSteadman who engaged me in daily dialogue that helped me focus on the goal of creating excellence in teaching and learning. The other scholars I met throughout this process have all had great influence on how my thoughts evolved and are too numerous to mention by name. Table of
4 citations
References
More filters
•
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
•
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
••
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
•
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
••
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