TY - JOUR

T1 - A tale of two studies

T2 - TEL research and the theory-practice nexus

AU - McDowell, Julia

AU - McDowell, James

PY - 2020/6/25

Y1 - 2020/6/25

N2 - This paper explores the role of theory in two research studies conducted through a design-based methodological lens. Rejecting the binary distinction between interpretivist and positivist positions characterised by the paradigm wars, the authors ensured both that practical interventions were guided by relevant theoretical perspectives, and that the evaluation of these interventions subsequently informed the development of theory. In the first of these cases, a series of interventions introducing video-enhanced practice to two cohorts of undergraduate students was situated against a backdrop of both social and cognitive constructivist theories of learning, leading to the development of an integrated model of video-enhanced assessment and feedback. In the second case, a broad range of theoretical developments in the fields of social-constructivist, constructionist, contextualised, experiential and place-based learning informed the design of a series of outdoor mobile learning activities intended to enhance learner engagement of children with science topic work, leading to theoretical developments around digital capital and the digital disconnect. The paper argues that through embracing a pragmatist epistemology, design-based research offers a methodological approach underpinned by a symbiotic relationship between theory and practice in technology-enhanced learning research.

AB - This paper explores the role of theory in two research studies conducted through a design-based methodological lens. Rejecting the binary distinction between interpretivist and positivist positions characterised by the paradigm wars, the authors ensured both that practical interventions were guided by relevant theoretical perspectives, and that the evaluation of these interventions subsequently informed the development of theory. In the first of these cases, a series of interventions introducing video-enhanced practice to two cohorts of undergraduate students was situated against a backdrop of both social and cognitive constructivist theories of learning, leading to the development of an integrated model of video-enhanced assessment and feedback. In the second case, a broad range of theoretical developments in the fields of social-constructivist, constructionist, contextualised, experiential and place-based learning informed the design of a series of outdoor mobile learning activities intended to enhance learner engagement of children with science topic work, leading to theoretical developments around digital capital and the digital disconnect. The paper argues that through embracing a pragmatist epistemology, design-based research offers a methodological approach underpinned by a symbiotic relationship between theory and practice in technology-enhanced learning research.

KW - theory

KW - practice

KW - design-based research

KW - DBR

KW - video

KW - assessment

KW - feedback

KW - mobile learning

KW - outdoor settings

KW - digital disconnect

KW - mobile capital

U2 - 10.21428/8c225f6e.dc7eba12

DO - 10.21428/8c225f6e.dc7eba12

M3 - Journal article

VL - 1

JO - Studies in Technology Enhanced Learning

JF - Studies in Technology Enhanced Learning

IS - 1

ER -