Design-based Research
vs
Action Research
Design-based research:
Jacobsen, M. (2014). Design-Based Research. Education Canada, 54(52). Retrieved from http://www.cea-ace.ca/education-canada/article/design-based-research
Majgaard, G., Misfeldt, M., & Nielsen, J. (2011). How design-based research and action research contribute to the development of a new design for learning. Designs for Learning, 4(2), 8–27. DOI: http://doi.org/10.16993/dfl.38
Wang, F., & Hannafin, M. J. (2005). Design-Based Research and Technology-Enhanced Learning Environments. Educational Technology Research And Development, 53(4), 5-24
Design-based research
Action research
Design based research and Action research are both participatory educational research methodologies.
They are both founded on the understanding that meaning emerges and is enacted through collaborative participation, where practitioners, researchers and learners might work together to create positive change, within authentic cultural, social and political contexts.
Essentially this means that teachers, students and (sometimes) researchers work together in a real life situation to create positive changes for learning.
Design-based research and action research have many similarities but some key differences.
There are many interpretations and iterations of these research methods. The Venn diagram below provides a very broad introduction.
Please consult the sources at the base of this graphic for further reading.
Key outcome: generate theory to solve complex problems
Key outcome: to improve practice within the local context
Researcher initiates & collaborates with practitioner
Practitioner initiates and (may) call on researchers to assist
Largely informed by knowledge of local context and professional practice
Largely informed
by theory
Draws on substantive academic literature review
Draws on smaller review of professional literature
Focuses on real world problems within authentic context
Highly participatory; practitioner, researcher & participants work together
Build around iterative cycles of design, enactment, analysis & re-design
Findings apply specifically to local context
Findings contribute to theory & wider practice
Action research:
Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom (2nd ed.). Los Angeles: Sage.
Robins, J. (2015). Action research empowers school librarians. School Library Media Research, 18, 1-38.
Sources:
CREATED BY: Kay Oddone http://www.linkinglearning.com.au/
