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/)
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TL;DR: Results demonstrate the potential of this approach for building new knowledge about how learning takes place and progresses in a 3D VLE and for making data-driven design decisions for improving the learning experience in the online social context.
47 citations
TL;DR: This study aims to design a framework developed from University Communication Model (UCOM) model to enhance the teaching and learning process of universities by examining the relationship between the factors of e-learning application and technology acceptance model (TAM).
Abstract: The technology enhancement learning (TEL) needs continuous use and high perception from learners with collaborative of technologies and multi-media applications. The problem of continuous intention in e-learning applications relies on the type of technology used that changes from one university to another. This study aims to design a framework developed from University Communication Model (UCOM) model to enhance the teaching and learning process of universities. This framework gives a high rate of significance and accurate results by examining the relationship between the factors of e-learning application and technology acceptance model (TAM). In additions, an extra factor used for continuous intention to use e-learning applications. The method used shows a survey distributed between 297 participants to validate the hypothesis proposed. The results evaluated by partial-least-structure (PLS) program, suggest and prove the significant use of (UCOM) as a continuous intention in e-learning based on 16 tested hypotheses of model item constructs.
47 citations
01 Jan 2010
TL;DR: 3, 9, 24, 28, 120, 126, 127, 135, 151, 173, 174, 189, 193, 194, 240, 252, 256, 279 Affordances infrastructural, 238 representational, 8–9 technological, 7, 233 Agent-based modeling, 3, 17–56 Aggregation, 23, 207, 208 Allele, 62, 67, 69, 76, 78, 84, 85
Abstract: 3, 9, 24, 28, 120, 126, 127, 135, 151, 173, 174, 189, 193, 194, 240, 252, 256, 279 Affordances infrastructural, 238 representational, 8–9 technological, 7, 233 Agent-based modeling, 3, 17–56 Aggregation, 23, 207, 208 Allele, 62, 67, 69, 76, 78, 84, 85 Analysis, 5, 18, 25, 36–51, 53, 72, 78, 81, 85, 94, 98, 101, 115, 128, 147, 150–153, 155, 157, 162, 173–176, 178, 180–182, 184, 197–199, 211, 215, 218–220, 224–227, 242, 277–279 Animation. See Representation, animation Annotations, 151, 152 Argumentation, 3, 149, 150, 153, 215, 240, 247, 249–251, 258 Artifact creation, 1, 92, 144–146, 148, 150, 153, 207, 213, 272 Artificial intelligence, 3, 119 Assessment. See also Evaluation embedded, 61, 63, 76, 80 paper-and-pencil test, 283 Authenticity, 89, 93, 95, 104, 115, 147, 158, 218, 283 Authoring, 6, 30, 44, 82, 83, 91, 121, 132, 149, 150, 153, 170, 171, 173–175, 192, 207, 208, 215, 224, 227 Automap, 174–175, 178, 180
47 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
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
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