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: This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective.
Abstract: This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT) Differentiated HR fields are converging to improve organizational performance through knowledge-based innovations Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR-related fields: human resource management (HRM), human resource development (HRD), and organization development (OD) A field left out in their analysis is HPT Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006) However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective
26 citations
TL;DR: Survey responses from a group of university students participating in online classes in South Korea indicated that the negative correlation between extraneous load and germane load can be largely mitigated by students engaging in specific viewing strategies to better understand the content.
Abstract: Ideally, instruction should be delivered in a way that reduces the processing of information that does not contribute to learning (extraneous load) and increases cognitive processing that contributes to learning (germane load). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control the flow of information. Extant research provides conflicting perspectives regarding the role of viewing strategies within video lectures in improving learning. This study analyzed survey responses from a group of university students (n = 2012) participating in online classes in South Korea and looked at the mediating effect of video lecture viewing strategies on the relationship between extraneous load and germane load. The results showed that viewing strategies mediated the relationship between extraneous load and germane load. When viewing strategies were added to the model, the large negative relationship between extraneous load and germane load reversed to become a small positive relationship, implying that the negative correlation between extraneous load and germane load can be largely mitigated by students engaging in specific viewing strategies to better understand the content.
26 citations
Book•
06 Jun 2017TL;DR: In this article, a document rassemble les articles selectionnes par le comite de programme de la conference internationale francophone EIAH 2017 : 30 articles longs and 24 articles courts.
Abstract: Ce document rassemble les articles selectionnes par le comite de programme de la conference internationale francophone EIAH 2017 : 30 articles longs et 24 articles courts.
25 citations
01 Jan 2010
TL;DR: This contribution presents a learning scenario in which online learning is connected with live-experiments in mechanical engineering for different manufacturing technologies, and illustrates the model of experimental learning and evaluation results.
Abstract: This contribution presents a learning scenario in which online learning is connected with live-experiments in mechanical engineering for different manufacturing technologies. The experiments are remote-controlled and monitored by the learner within physical-real laboratories in three European cities. The aim is to design a technical platform including remote controlled, distance-observed experimentation. Research questions are: How to embed remote laboratories into online learning? How do teachers and learners know what they have learned (when students do telemetric experiments)? The paper illustrates the model of experimental learning and evaluation results. An appropriate balance of teaching input, experimental learning activities, and peer-reviewed assessment is necessary for attractive learning environments.
25 citations
TL;DR: It is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction.
Abstract: This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active learning of course participation and peer assessment were explored. The participants of the whole study included about 458 2nd and 3rd year undergraduate students. After 3 iterative DBR phases, it is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction. Peer assessment with guiding assessment descriptions and evaluation rubrics using the Google suite was evaluated positively by most students. It facilitated advanced level cognitive knowledge acquisition and helped the students to produce constructive peer feedback. The future work for the next phases of DBR study is also discussed.
25 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