Educational design research: grappling with methodological fit

Educational Design Research (EDR) employs a diverse range of methods to study learning, teaching, design, and technology—and new ones are shared in this special issue. We contend that a focus on methods inherently requires examination of the questions they are used to answer and the ways in which th...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Educational technology research and development Ročník 72; číslo 5; s. 2743 - 2762
Hlavní autoři: Jacobsen, Michele, McKenney, Susan
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.10.2024
Springer
Springer Nature B.V
Témata:
Development Article
Doctoral Degrees
Education
Educational planning
Educational research
Educational Technology
Influence of Technology
Learning and Instruction
Intervention and evaluation
Change and innovation
Design and development
Learning technologies
Design-based research
Educational design research
ISSN:1042-1629, 1556-6501
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Educational Design Research (EDR) employs a diverse range of methods to study learning, teaching, design, and technology—and new ones are shared in this special issue. We contend that a focus on methods inherently requires examination of the questions they are used to answer and the ways in which the resulting findings advance scientific understanding. Specifically, this article focuses on obtaining and guarding methodological fit in EDR. It describes three main orientations to research inherent in EDR trajectories (research for, on, and through interventions), the kinds of questions we ask in each, how our methods evolve accordingly, and challenges to alignment that are often encountered along the way. Thereafter, it offers examples of the three orientations in two different doctoral studies on innovative educational technologies, each of which demonstrates methodological fit as well as relevance for practice despite the phase-related shifts in focus, questions, and methods. The article concludes with a framework for assessing methodological fit both within and across the three orientations to EDR in two studies, along with broader recommendations for conducting EDR in the field of educational technology.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-023-10282-5