Educational design research: Signs of progress

Reeves, Thomas C.

doi:10.14742/ajet.2902

Cited by 20 publications

(23 citation statements)

References 30 publications

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“…Herrington et al (2009) argue that any educational technology intervention should be designed around the authentic use of the technology. Reeves (2015) also highlights the imperative to move beyond simple comparative educational technology studies. This leads to design principle four: our mobile VR projects must be authentic and not simply substitution of current practice.…”

Section: Design Principlesmentioning

confidence: 99%

A DBR framework for designing mobile virtual reality learning environments

Cochrane

Cook

Aiello

et al. 2017

AJET

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This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two phases of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature.

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Section: Design Principlesmentioning

confidence: 99%

A DBR framework for designing mobile virtual reality learning environments

Cochrane

Cook

Aiello

et al. 2017

AJET

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“…This domain of research activity develops and receives considerable attention in international educational technology communities (Kopcha, Schmidt & McKenney, 2015;Reeves, 2015). McKenney and Reeves (2012, p.7) define educational designbased research:…”

Section: Research Methodsologymentioning

confidence: 99%

Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice

Pye

Holt²,

Salzman

2018

AJIS

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This research reports on a diverse student audience engaging in an Australian university's undergraduate commerce program core unit which was offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. The research adopted a dualperiod surveying approach aimed at comparing patterns of student engagement within a major business subject offered in two different trimesters in one academic year. The survey analysis compared student perceptions of engagement with the subject and identified significant variations in patterns of engagement based on key background and demographic factors. Findings, inter alia, are presented across seven major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e.

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“…The choice of EDR for this research was based on evidence of its successful use in addressing practical problems in technology-rich higher education contexts (Bollen, van der Meij, & Leekmuil, 2015;Reeves, 2015), in exploring cultural influences on learning design (Hall, 2009), and in learning contexts with Indigenous people (Eady, 2010). The study was conducted over three iterative micro-cycles of the analysis and exploration phase of the EDR process (see Table 1).…”

Section: Education Design Researchmentioning

confidence: 99%

Rethinking online learning design to enhance the experiences of Indigenous higher education students

Reedy

2019

AJET

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The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts. Implications for policy or practice:• Education developers, academics, and others involved in online learning design should consider the impact of culture when making learning design decisions. • Educational equity for Indigenous learners may be enhanced through the use of the learning design model and preliminary design principles proposed in this article. • Non-Indigenous researchers may consider yarning as an ethical and culturally appropriate method for engaging in research with Indigenous people.

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Educational design research: Signs of progress

Cited by 20 publications

References 30 publications

A DBR framework for designing mobile virtual reality learning environments

A DBR framework for designing mobile virtual reality learning environments

Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice

Rethinking online learning design to enhance the experiences of Indigenous higher education students

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