New research paradigms in instructional technology: An inquiry

Abstract

(Driscoll, 1984; 1989a, b, c; 1990a, b; 1991a, b; 1995), generally suggesting that the use of qualitative and naturalistic methods would advance the field by permitting us to investigate questions that cannot be answered through experiments alone. In that time, interest in qualitative and field-based methods of inquiry has certainly increased. The Association for Educational Communications and Technology (AECT), which publishes this journal, now offers an award for qualitative research, and a number of individuals in the field have worked hard to showcase alternative inquiry methods such as narrative

Reflections on the state of educational technology research and development

“…Many of these articles built on and extended contemporary constructivist theories or they forged new theories to support their designs or account for their results. In contrast, the theoretical touch stones for Richey (1998) and Driscoll and Dick (1999) were at least 15 years old. Conceptual models from Dale (1946), Finn (1953), and Briggs (1984 were used as the foundation for thinking about the present and future of the field.…”

“…These are the papers by Richey (1998) and Driscoll and Dick (1999). The overlap between these two papers characterizes what could be called the traditional instructional systems design (ISD) paradigm.…”

“…Design has long been a core theme in educational technology R&D. Richey (1998) and Driscoll and Dick (1999) carry on this tradition. However, many of these projects extend the design process beyond the generation of instructional materials by instructional designers to engage new groups of people in the design of new artifacts.…”

“…First, both Richey's (1998) and Driscoll and Dick's (1999) papers were very inwardly focused. By this I mean that both papers were narrowly focused on the models, literature, and practice of IT.…”

Effectiveness of a hypermedia tool in the innovative teaching of pneumatic engineering design drawing

“…In References [2,4], no pre-test is used to measure prior knowledge, which calls for great familiarity with the past academic experience of the student, to be sure that the results obtained are the direct consequence of using the tool. Another source of variability in the design of the research is that found by Jonassen [9], who coincides with Drisoll and Dick [10], in indicating that the majority of studies undertaken were carried out on populations for whom the subject matter lacked any interest [3].…”