Abstract
We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required. Keywords: research methodology; educational design research; educational theory; evaluation (Published: 15 March 2012) Citation: Research in Learning Technology 2012, 20 : 16148 - DOI: 10.3402/rlt.v20i0.16148
Highlights
We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning
We propose theory development as a link that must be forged to guide learning design and, as a key, unifying theme for learning technology research methodology and reporting
The literature reviewed and the study findings presented in this paper support our case to reposition theory to play a pivotal role in learning technology research
Summary
Cathy Gunna* and Caroline Steelb aCentre for Academic Development, University of Auckland, Auckland, New Zealand; bSchool of Languages and Comparative Cultural Studies, Faculty of Arts, University of Queensland, Brisbane, Queensland, Australia (Received 31 January 2011; final version received 5 October 2011). We began with three simple criteria for selection, which we applied to a total of 318 articles published in the two journals from 2005 to 2010 This preliminary selection process allowed us to identify studies that focused on practice in a higher education context and presented data on the impact of a technology enhanced learning design, i.e.,. The first looked at whether theory was cited as a basis for learning resource or activity design, while the second considered the contribution that study findings made to production of general guidelines, theory development and testing or the general body of knowledge
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