Design-based research: What it is and why it matters to studying online learning

IF 14.3 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Hoadley, Fabio Campos
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引用次数: 18

Abstract

Abstract The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems.
基于设计的研究:它是什么,为什么它对在线学习很重要
在线学习不断变化的本质凸显了将研究与设计分开的局限性。在这篇文章中,我们把对设计环境做出概括性结论的困难作为研究在线学习环境教育心理学的核心挑战。我们认为,研究和设计都可以独立地产生经验派生的知识,我们检查了一些配置,使我们能够同时发明和研究设计的在线学习环境。我们重新审视基于设计的研究方法及其认识论,并讨论它们如何贡献各种类型的可用知识。我们不妥协客观性,而是主张设计研究人员如何承认他们的意图,这样做,促进研究和设计不仅可以产生更好的干预措施,还可以改变人和系统。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
19.10
自引率
3.40%
发文量
16
期刊介绍: The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.
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