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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: The authors evaluated ryokans through descriptive statistics from a tourism accommodation survey and customer-satisfaction-related comprehensive assessment system for built environment efficiency (CASBEE) importance-performance analysis (IPA).
Abstract: Following the outbreak of the COVID-19 pandemic, it became significant to study how to improve the customer satisfaction for Japanese tourist accommodations for restart and recovery in the future, and in preparation for the 2021 Japan Olympics. Therefore, the current paper attempts to evaluate ryokans through descriptive statistics from a tourism accommodation survey and customer-satisfaction-related comprehensive assessment system for built environment efficiency (CASBEE) importance–performance analysis (IPA). Through three progressive studies, three findings were obtained: (1) ryokans are more flexible than hotels, have strong anti-risk capabilities, and have received more and more attention from tourists and support from the Japanese government; (2) improvement strategies for customer satisfaction after COVID-19 were provided from IPA; and (3) a dynamic evaluation model of green ryokans was discussed and may be employed in other countries and regions experiencing the same situation.

30 citations

01 Jan 2007
TL;DR: In this article, a qualitative study was conducted to explore the difficulties preservice teachers have in their reflection writing and identify the types of computer-based scaffolds that may help alleviate the aforementioned difficulty.
Abstract: Journal writing has the potential to develop preservice teachers’ reflective thinking habits and skills. Recently, the growth of computer technology renders it possible for preservice teachers to write journals online. The Professional Accountability Support System (PASSPORT), for example, allows preservice teachers to write journals about their professional and academic experiences. However, PASS-PORT currently does not have any embedded scaffolds to support their journal writing. This qualitative study was conducted: a) to explore the difficulties preservice teachers have in their reflection writing; and b) to identify the types of computer-based scaffolds that may help alleviate the aforementioned difficulty.

30 citations

Journal ArticleDOI
TL;DR: This article examined the utility of framing formative feedback to improve school leadership with a focus on task-based evaluation of distributed leadership rather than on role based evaluation of an individual leader, and found that taskbased multirater feedback provided transparency in communicating a clear theory of action for school improvement and fostered formal and infor...
Abstract: Purpose: The purpose of this article is to examine the utility of framing formative feedback to improve school leadership with a focus on task-based evaluation of distributed leadership rather than on role-based evaluation of an individual leader. Research Methods/Approach: Using data from research on the development of the Comprehensive Assessment of Leadership for Learning, we examine ways to design formative evaluation and feedback organized around distributed leadership practices. This study draws on qualitative data from iterative design research conducted with middle and high school principals, assistant principals, teachers, and staff in 2011. Findings: Many challenges in providing actionable, multirater feedback were addressed by using an assessment instrument that focused on measuring distributed instructional leadership practices. Users reported that task-based multirater feedback provided transparency in communicating a clear theory of action for school improvement and fostered formal and infor...

30 citations

Journal ArticleDOI
TL;DR: It is concluded that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes, and research needs to address the interplay of game elements and their impact on engagement andlearning in more detail.
Abstract: Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

30 citations

Proceedings ArticleDOI
07 Oct 2013
TL;DR: The development of an m-learning application for a South African tertiary education context, illustrates DBR, and the nature and extent of the conformance of m-LR to the features and tenets of DBR are reflected.
Abstract: This paper, a meta-research study, focuses on design-based research (DBR), the educational technology variant of design science research (DSR). DBR is applied to develop and evaluate an m-learning environment, Mobile Learning Research (m-LR) delivered by mobile handheld devices. The emergence and evolution of DSR in the information systems discipline and, similarly, DBR in educational technology are overviewed, noting similarities and differences. The development of an m-learning application for a South African tertiary education context, illustrates DBR. The development and research process involved six iterations, comprising four evaluations and two digital profile studies. The study reflects on the nature and extent of the conformance of m-LR to the features and tenets of DBR. In line with the characteristic dual-outcomes of DBR, the development process not only generated the designed artifact, m-LR, but also produced theoretical contributions.

29 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