Systematic Review of Design-Based Research Progress

McKenney, Susan; Reeves, Thomas C.

doi:10.3102/0013189x12463781

Cited by 151 publications

(78 citation statements)

References 23 publications

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“…What is of note is that over the past few years there has been a growing awareness of the need to investigate the design-based research. This growth in the literature has also resulted in a commentary on the benefits and challenges of using this approach in research as seen in the papers by Anderson and Shattuck [29] and McKenny and Reeves [30]. McKenny and Reeves [30] pointed out that one of the main aims of a design research approach is to generate theoretical understanding that can be of value to others, and this premise can also be extended to include how the methodology can be applied.…”

Section: Methodology and Processmentioning

confidence: 99%

“…This growth in the literature has also resulted in a commentary on the benefits and challenges of using this approach in research as seen in the papers by Anderson and Shattuck [29] and McKenny and Reeves [30]. McKenny and Reeves [30] pointed out that one of the main aims of a design research approach is to generate theoretical understanding that can be of value to others, and this premise can also be extended to include how the methodology can be applied. The authors acknowledge that this paper does not focus on the theoretical aspects of the study, as it centres on gaining an understanding of how pre-service teachers collaborate to plan and develop and ICT resources.…”

Section: Methodology and Processmentioning

confidence: 99%

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Using a Collaborative Assessment Design to Support Student Learning

2017

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Abstract:The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources using a learn-technology-by-design framework. The benefits for students in using a learn-by-design approach have been well researched, and the research has covered a broad range of research streams. A design-based research approach underpins the research. This paper presents the observational data, which was collected in an ICT in the Education unit of study. The collaborative design assessment provided pre-service teachers with the opportunity to collaboratively build an Interactive Whiteboard (IWB) resources and a web-based teaching (website) resource. In this study, seven groups were observed while they engaged in a long-term collaboration and completed two group assessment tasks. The results suggest that students needed both guidance and time to develop their skills in collaboration. While there were variations in the collaborative patterns, these variations did not impact the success of the groups in the development of their ICT resources.

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Section: Methodology and Processmentioning

confidence: 99%

Section: Methodology and Processmentioning

confidence: 99%

Using a Collaborative Assessment Design to Support Student Learning

2017

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“…A design-based research approach (Anderson & Shattuck, 2012 ;McKenney & Reeves, 2013 ) was used to answer two important questions:…”

Section: Discussionmentioning

confidence: 99%

“…The overall research design for the study draws on the principles of design-based research (Anderson & Shattuck, 2012 ): a partnership between researchers and practitioners situated in a real educational context, focusing on the design and testing of an intervention, and using mixed methods with iterative cycles of data collection to inform instructional design with a concern to impact on practice (Anderson & Shattuck, 2012 ;McKenney & Reeves, 2013 ). There is no requirement in design-based research to test specific components of an intervention ' s theory to demonstrate intervention success.…”

Section: Overall Research Designmentioning

confidence: 99%

Improving Achievement in Secondary Schools: Impact of a Literacy Project on Reading Comprehension and Secondary School Qualifications

et al. 2014

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A B S T R A C TThis paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven schools with low secondary school qualification rates. The LSM ' s core premises are that instructional practices need to be developed from evidence about teaching and learning in specific contexts and that professional learning communities need to fine-tune their instructional practices through collaborative analysis of data. The study employed a quasi-experimental design within a design-based approach and included classroom observations and teacher and student surveys. Reading achievement postintervention was statistically significantly higher than the projected achievement levels had the intervention not occurred. Effect sizes for tracked cohorts were Cohen ' s d = 0.50 and 0.62. The hierarchical linear model of reading achievement, which included students' attitudes toward reading, accounted for about 95% of the total variance. The attainment of secondary school qualifications (measured by odds ratios) increased significantly compared with school attainment prior to the intervention. The rates of attaining these qualifications were faster than national rates. The results suggest that both generic and content area literacy instruction are required and that a strong foundation in generic literacy should be maintained. However, the appropriate blend of literacy instruction is determined by a profiling of teaching and learning needs.

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“…23 The projects I work with have an extra dimension of participants working distributed in either time or place or both, and in settings, which physically or mentally are not strictly classroom-like [24,34]. This means the use situation, the intervention, is not always easily identified, but permutate into other everyday situations and the question becomes: how do we as researchers' deal with a design and an intervention, which we cannot follow directly due to its pervasive nature?…”

Section: Online and Pervasive Settingsmentioning

confidence: 99%

Reflections on Design-Based Research

Ørngreen

2015

Human Work Interaction Design. Work Analysis and Interaction Design Methods for Pervasive and Smart Workplaces

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Abstract. Design-Based Research (DBR) is a relatively new intervention method investigating educational designs applied to real-life settings, and with a dual purpose to develop domain theories and to develop the design, iteratively. This paper is an integrative review, which draws on literature and empirical projects to identify and discuss critical elements in DBR, in particular when doing research in online educational projects, where the learning process expands from a traditional classroom to everyday work and life practices, as in competence development projects. Elements from two older, more mature, intervention approaches Interaction Design and Action Research, is included into the DBR discussion, and possible ways to work with the critical incidents are suggested. The paper argues that there is a risk of avoiding real-life factors by isolating the real-life intervention to the actors and actions in the classroom and thus mirroring some of the draw-backs in laboratory experimental research that DBR wanted to distance itself from. The discussion raises issues as users' needs, resistance, organizational relations, and alternative design solutions. Also, this type of online and competence development processes needs new empirical methods, and an argument for rigour in the DBR analysis and theory generation phases is presented.Keywords: Design-Based Research (DBR) · educational research · design science · online and pervasive learning · competence development ·

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Systematic Review of Design-Based Research Progress

Cited by 151 publications

References 23 publications

Using a Collaborative Assessment Design to Support Student Learning

Using a Collaborative Assessment Design to Support Student Learning

Improving Achievement in Secondary Schools: Impact of a Literacy Project on Reading Comprehension and Secondary School Qualifications

Reflections on Design-Based Research

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