Presentation
Towards appropriate methodologies to research interactive learning: Using a design experiment to assess a learning programme for complex thinking development
Jean Botha, Duan van der Westhuizen and Estelle De Swardt, Rand Afrikaans University
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| Paper (10 pages) |
Research results pertaining to the benefits of using interactive technologies to support teaching and learning are currently under scrutiny.
In this paper, we contend that the most appropriate way to research the effectiveness of online learning is the use of Design Experiments. The term “design experiments” – also referred to as “formative experiments”, “applied research”, “use-inspired basic research” or “development research” – was introduced in 1992 by Brown and Collins. Design experiments are types of research that place educational experiments in real-world settings to find out what works in practice.
We present an exemplar of a recent design experiment that was completed at a university in Johannesburg, South Africa. During this study, the researchers wanted to explore the extent to which Complex Thinking skills can be facilitated in online learning environments. A design experiment was engineered in which a learning programme was designed and developed for Masters students. Specific instructional methodologies were employed in the learning programme, and activities were required that facilitate the use of Complex Thinking skills.
The extent to which these skills were evident in student online activities could easily be detected by using comprehensive checklists and rubrics that were generated. A rigorous framework for analysis was developed. The findings were integrated with theoretical perspectives on instructional strategies for Complex Thinking development and new, unique criteria for online learning design were produced.