Abstract

The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems.

摘要

在线学习不断变化的性质突出了研究与设计分离的局限性。在本文中，我们将难以对设计环境做出概括性结论作为研究在线学习环境教育心理学的核心挑战。我们认为研究和设计都可以独立地产生经验派生的知识，并且我们检查了一些允许我们同时发明和研究设计的在线学习环境的配置。我们重新审视基于设计的研究 (DBR) 方法及其认识论，并讨论它们如何贡献各种类型的可用知识。我们不损害客观性，而是主张设计研究人员如何承认他们的意图，并在这样做的过程中，