Research Methods for Design Knowledge: Clarifying Definitions, Characteristics, and Areas of Confusion
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| Title: | Research Methods for Design Knowledge: Clarifying Definitions, Characteristics, and Areas of Confusion |
|---|---|
| Language: | English |
| Authors: | Stephanie L. Moore (ORCID |
| Source: | Educational Technology Research and Development. 2024 72(5):2679-2703. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Instructional Design, Research Methodology, Research Design, Research Problems, Writing for Publication, Publishing Industry, Case Studies, Formative Evaluation, Graduate Students, Researchers, Knowledge Level, Research Training, Comprehension |
| DOI: | 10.1007/s11423-023-10271-8 |
| ISSN: | 1042-1629 1556-6501 |
| Abstract: | In the field of educational technology and instructional design, research methods are emerging that aim to curate different forms of knowledge and insights beyond traditional research studies, or what Reigeluth and An (in Reigeluth and Carr-Chellman (eds) Instructional-design theories and models: Building a common knowledge base, Lawrence Erlbaum Associates, Mahwah, 2009) refer to as "research to prove." As a result of evolving efforts in this area, editors of research journals in the field are receiving increased submissions employing these methods but have detected some persistent confusion among authors surrounding them. This has resulted in authors submitting articles with muddled methodologies and to outlets that may not be a fit for the work an author seeks to share. It can even be unclear whether authors intentionally employed a specific design-related method prior to reporting. In this piece, we will cover four methods--instructional design cases, case studies, design-based research, and formative evaluation of designs/products--to provide clarity for both graduate students and researchers. For each of these, we will provide definitions, discuss exemplars and features of exemplars, summarize key features that should be present in such a study and its reporting, and provide guidance on front-end intentional design and planning for research studies that employ these methodologies. Additional clarity on these methods can better support scholars and emerging scholars in their roles as researchers, authors, and reviewers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447949 |
| Database: | ERIC |
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| Abstract: | In the field of educational technology and instructional design, research methods are emerging that aim to curate different forms of knowledge and insights beyond traditional research studies, or what Reigeluth and An (in Reigeluth and Carr-Chellman (eds) Instructional-design theories and models: Building a common knowledge base, Lawrence Erlbaum Associates, Mahwah, 2009) refer to as "research to prove." As a result of evolving efforts in this area, editors of research journals in the field are receiving increased submissions employing these methods but have detected some persistent confusion among authors surrounding them. This has resulted in authors submitting articles with muddled methodologies and to outlets that may not be a fit for the work an author seeks to share. It can even be unclear whether authors intentionally employed a specific design-related method prior to reporting. In this piece, we will cover four methods--instructional design cases, case studies, design-based research, and formative evaluation of designs/products--to provide clarity for both graduate students and researchers. For each of these, we will provide definitions, discuss exemplars and features of exemplars, summarize key features that should be present in such a study and its reporting, and provide guidance on front-end intentional design and planning for research studies that employ these methodologies. Additional clarity on these methods can better support scholars and emerging scholars in their roles as researchers, authors, and reviewers. |
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| ISSN: | 1042-1629 1556-6501 |
| DOI: | 10.1007/s11423-023-10271-8 |
