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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4672
Title: Research-practice interactions as reported in recent design research studies: Still promising, still hazy
Authors: Ormel, Bart
Pareja Roblin, Natalie
McKenney, Susan
Voogt, Joke
Pieters, Jules
Keywords: design research
design-based research
Issue Date: 27-Dec-2012
Abstract: This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions.
Description: Ormel, B., Pareja Roblin, N., McKenney, S., Voogt, J., & Pieters, J. (2012). Research-practice interactions as reported in recent design research studies: Still promising, still hazy. Educational Technology Research & Development, 60(6), 967-986. doi:10.1007/s11423-012-9261-6
URI: http://hdl.handle.net/1820/4672
Appears in Collections:1. LC: Publications and Preprints

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