Deconstructing research: paradigms lost

Methodological approaches in MOOC research: Retracing the myth of Proteus

“…Each record corresponded to a paper and contained “objective” information like title, author(s), keywords, etc, followed by a characterisation of the methodological approach adopted. In order to systematise the process, the concept of “methodological approach” was operationalised on the bases of the educational research literature (Arthur, Waring, Coe & Hedges, ; Gorard, ; McKenney & Reeves, ; Trifonas, ) by taking into consideration: the research aims: nine categories were identified with a bottom up approach; the research paradigm: following a rather traditional classification that distinguishes between quantitative, qualitative, mixed‐methods, design‐based research, literature review, theoretical‐conceptual research; the methods used for data collection, including classical methods (like surveys) but also newer ones like Tracking data for Learning Analytics (LA); the methods used for data analysis, including classical ones (like statistics) and more recent ones (like data visualisation within LA); and type of research, distinguishing between desk‐research, descriptive research and interventions. …”

“…A methodological approach is the lens through which a phenomenon is observed: unsuitable choices or gaps in terms of the methods used in educational research can lead to unreliable or insufficient research results and conclusions (Gorard & Cook, ). Conflicting definitions of topics like teaching and learning effectiveness, the lack of coherence between the definition of research problems and the methods adopted to explore it and the profusion of research methods leading to almost unmanageable masses of data are some of the problems pointed out (Bliuc, Goodyear & Ellis, ; Carr, ; Trifonas, ). The result is a lack of credibility of educational research and poor transferability of research results to policymaking and practice (Bates, ; Gorard & Cook, ).…”

Becoming-(a)-Paper, or an Article Undone

“…In education as an industry in commodification (see Trifonas, 2009), where the standards of evaluation have not left any room for hesitation . .…”

“…Empirical research with clear outcomes is favoured, to make recommendations for educational practices. Peter Trifonas (2009) states that research has become an industry in commodification, and the results are to be used by the state apparatus or private interests. Especially in Finland educational research is also highly structured with clear distinctions between theory, methodology, and data.…”

“…The Derridean call, according to Trifonas (2009), is to awaken or resituate a new academic responsibility for research. Stronach and MacLure (1997), referring to Clark (1992) suggest a meditation on the conditions of the genesis of a text, 15 toward a heteronomy, an incompletion, and a renewed questioning of its interpreters and norms of interpretation.…”