There is incredible potential for digital technology in and beyond the classroom, but it is vital to rethink how learning is organized if we are to reap the rewards.
– Geoff Mulgan quoted in Burns (2012)
The COVID-19 pandemic prompted a historic shutdown of U.S. schools in the spring of 2020. With a surge in new infections, came a surge in opportunistic online education programs, with each educational technology provider boasting their solutions as proven to be effective by scientific research.
As highlighted in a USA Today story, where “Online programs used for coronavirus-era school promise results. The claims are misleading” (García Mathewson and Butrymowicz 2020). In reality, the pandemic set back learning for all students, as evidenced by measurable learning loss (Kuhfeld et al., 2020).
Exaggerated claims about education technology innovations are hardly new. As discussed by Mathewson and Butrymowicz (2020), while the Food and Drug Administration (FDA) restricts what pharmaceutical manufacturers can claim about their drugs and supplements, merchandizers of digital educational technologies have no such restraints.
So, what research do we need then?
Reeves and Lin (2020) identify that research studies in educational technology are mainly concerned with the “things” of the field (i.e., VR headsets, interactive whiteboards) in contrast to educational “problems” experienced by teachers and students. If we are to tackle global problems such as poverty, climate change, and racism to name a few, then it is imperative we seek to improve educational opportunities.
There are alternatives to the research of “things” in educational technology—alternatives that seek to improve educational opportunities by solving the problems of practitioners. Educational design research (EDR) is one viable alternative. EDR, or design-based research, enables researchers to address educational problems through the development of solutions such as products, process, programs, or policies. As its own genre of scientific inquiry, it is an innovative research approach that can be employed to address real-world concerns in educational practice with an additional focus on finding new knowledge. Qualitative research can be used to first define a problem and an approach to a problem. Scientific inquiry is conducted on solutions that have been developed in response to educational problems with an additional focus on finding new knowledge (McKenney & Reeves, 2014).
Some of the strengths of design-based research include that research is innovative. It is driven by what society needs and then identifies methods to meet them. It focuses on solving problems and putting knowledge to innovative use. Design-based research create educational interventions or solutions to address practical problems. In addition, design-based research generates new knowledge and different types of knowledge. It is iterative: it evolves through multiple cycles in order to develop findings and theories. Resulting knowledge can be shared and used through case-by-case generalizations.
“It should be clear we can no longer afford to have research agendas exclusively focused on things (e.g. digital games) rather than problems (e.g. the under-representation of women and minorities in STEM fields).”
Reeves & Lin, 2020, p. 1998
What are your thoughts on educational design research, or design-based research? How do you see it as a viable option for focusing on serious problems related to teaching, learning, and performance, for collaborating closely with teachers, administrators, and other practitioners, and for seeking to make a difference in the lives of learners around the world?
In the comments below, feel free to share your thoughts. Help strengthen the bond with our tribe by interacting with the replies of others.
References
Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E., Lewis, K., Dahlin, M., & Moyer, D. (2020, December 15). Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. NWEA. https://www.nwea.org/research/publication/learning-during-covid-19-initial-findings-on-students-reading-and-math-achievement-and-growth-2/
McKenney, S., & Reeves, T. C. (2014). Educational design research. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., p. 1005). Springer Netherlands.
Reeves, T. C., & Lin, L. (2020). The research we have is not what we need. Educational Technology Research and Development (ETR&D), 68(4), 1991-2001.
Andrew R. Claassen 
Hi Andrew! I really enjoyed reading your blog post! The questions that you raised about the focus on technological “things” rather than “problems” is an important problem in the Ed tech field. I think this tendency is related to “what meanings the ed tech scholars attach to technology.” I think we need to investigate their perception and interpretation of -technology- more closely and this is my dissertation topic 🙂
Merve
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Hello Andrew, I agree that educational design research would be a more viable way to improve problems related to teaching and learning. This would be a better route instead of plugging pieces and parts into finding something that sort of works for your immediate needs, or to find a new customer for your product. While investigating and defining the problem and then designing a solution based on those needs will certainly reach a better solution.
How would you see this being implemented? At a University research level, Industry organizations, or private business creating learning products?
Brian
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