The complexity of educational design research

Akkerman, Sanne; Bronkhorst, Larike H.; Zitter, Ilya

doi:10.1007/s11135-011-9527-9

Cited by 38 publications

(42 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Design research meets the aim of addressing theoretical questions about learning in context, that is, to study learning phenomena in the real world and go beyond narrow measures of learning (Collins et al, 2004in Akkerman et al 2011. Educational design focuses on finding solutions to a problem.…”

Section: Learning Environments From a Design Perspectivementioning

confidence: 99%

Hybrid Learning Environments

Zitter

Hoeve

2012

OECD Education Working Papers

View full text Add to dashboard Cite

Section: Learning Environments From a Design Perspectivementioning

confidence: 99%

Hybrid Learning Environments

Zitter

Hoeve

2012

OECD Education Working Papers

View full text Add to dashboard Cite

“…Yet, for the PhD candidates not interacting with participants, but balancing the multiple stakes and stakeholders involved -including the research community -was troubling and caused a lot of doubt and insecurity. It follows that while the iterative nature and the role of the participants are manageable for PhD candidates engaging in EDR, the (perceived) conflicts with accepted quality standards of research can make them disruptive (as suggested by Akkerman, et al, 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Several authors have pointed at potential weaknesses in EDR methodology (Dede, 2004;Shavelson, Phillips, Towne, & Feuer, 2003), questioning EDR's potential to draw causal claims in natural settings and EDR's tendency to generalize small scale studies (Kelly, 2004). Akkerman, Bronkhorst, and Zitter (2013) maintain that pursuing concurrent goals in EDR requires immediate and sometimes intuitive actions and decisions, as accepted systems of quality assurance are lacking. Barab and Squire (2004) highlight how EDR requires researchers to carefully balance insider and outsider perspectives: "If a researcher is intimately involved in the conceptualization, design, development, implementation, and re-searching of a pedagogical approach, then ensuring that researchers can make credible and trustworthy assertions is a challenge" (p.10).…”

Section: Educational Design Research (Edr)mentioning

confidence: 99%

“…The challenges of educational design research for early career researchers are described as procedural, whereas case studies (e.g. Akkerman, Bronkhorst, & Zitter, 2013) and experience suggest that educational design research might also be challenging for different reasons. While some studies suggest that such challenges can lead to PhD students experiencing dissonance (e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Challenges and Learning Outcomes of Educational Design Research for PHD Students

Bronkhorst

Kleijn

2016

FLR

Self Cite

View full text Add to dashboard Cite

Educational design research (EDR) is described as a complex research approach. The challenges resulting from this complexity are typically described as procedural, whereas EDR might also be challenging for different reasons, specifically for early career researchers. Yet, challenging experiences may be noteworthy in the process of learning to do research and becoming a researcher. To explore this issue further, we engaged in a collaborative self-study, and conducted a narrative cross-case analysis of two PhD candidates' experiences of engaging in EDR, focusing on challenges and learning outcomes. We find indications that the challenges of EDR might be related to EDR's relatively new and minority position in educational sciences and the role a (early career) researcher needs to assume in EDR. Retrospectively, the challenges appear closely related to learning outcomes, which are described in terms of a more profound understanding of research (quality) and of oneself as a researcher. As such, insights gained by self-study of research practices provide a complementary perspective to existing literature on EDR and becoming a researcher.

show abstract

“…Where previously the focus of such support used to be on innovative challenges, nowadays the focus also lies on developing research competences for teachers at school. Sometimes researchers give advice and feedback during the project on issues such as school development; in these cases, they can be seen as advisers (Akkerman, Bronkhorst, & Zitter, 2011;Geijsel et al, 2010;Leeman & Wardekker, 2014;Taylor, 2008).…”

Section: Division Of Roles and Tasksmentioning

confidence: 99%