Design-based Research Methods Research Articles

Desain Model Pembelajaran Simulasi Untuk Menanamkan Nilai-Nilai Islami Di SMPT Manahijul Huda Tasikmalaya

The learning process of dance is now avoided by some schools, because the learning objectives are not comprehensively understood by all parties. But there are some schools in Tasikmalaya that teach dance in their learning process even by applying Islamic values. Islamic values ??are an important value implanted in the learners to form a good character. By analyzing two schools conducting dance lessons to apply Islamic values, researchers designed a simulated learning model for simulation development conducted at other schools in Tasikmalaya District. The Islamic values ??applied are derived from the characteristics of Prophet Muhammad SAW, namely sidiq, tabligh, amanah and fatonah. Researchers used the story stimulus of heroes of Islam to turn the story's ideas into motion while the idea of ??motion developed the motion of Ibing Pencak. Theories used in this research that is koneksionis theory, theory of adolescent development, education theory and others. This research uses Design Based Research method with qualitative approach. This research is done gradually with cycle repetition. There are 4 cycles with 6 meetings to get the design of the appropriate learning model. Based on the process that has been done got a design of learning model which is a combination of learning component in two schools, but gave new thing in the form of psychomotor aspect which is raised to apply Islamic values. Once implemented, there are changes in the behavior of learners in their daily life and the increased aspects of cognitive, affective and psychomot learners in the subject matter.

Using Design Based Research to Redesign Remote Proctoring for Online Learning Environments

Online testing has been widely used in Chinese universities due to the development of distance education and the outbreak of COVID-19. The current research uses a design-based research (DBR) method aiming to design, implement, and assess remote proctoring of Chinese undergraduates and to further promote its effectiveness at Chinese universities. Across three iterations, a combination of qualitative data collection and analysis procedures were used to investigate the design of the remote proctoring. The results show that remote proctoring designers should add some new features to the remote proctoring and take into account test-takers’ mentality. Finally, the study provides implications in designing remote proctoring.

Designing a connected learning toolkit for public library staff serving youth through the design-based implementation research method

Design-based Implementation Research (DBIR) is an iterative approach to developing practical theory and tools to solve problems of practice and to support innovation in improving teaching and learning, which is rarely used in informal settings such as libraries. This study presents findings from a multi-year researcher-practitioner collaboration in which the authors employed DBIR to iteratively design and implement a professional development resource, the ConnectedLib Toolkit, for use in public libraries across the United States (U.S.). In this study, the authors explain what established DBIR challenges and benefits in K-12 formal educational contexts manifest in the development and implementation of a professional development resource for youth-serving library staff working in diverse public libraries across the U.S. This study also disentangles how these challenges and benefits manifest in this setting. These insights will be useful to researchers and library practitioners who are considering partnerships to address problems of practice in library systems.

Designing an Educational Program to Promote Diversity and Student Engagement in Professional Advocacy (SEPA)

Little is understood about best educational strategies to engage diverse occupational therapy students in professional advocacy. The purpose of this research was to use design-based research (DBR) methods to design a novel educational intervention to promote professional engagement of diverse students over three subsequent years. This study used a pre/post design to design, implement, evaluate, and revise an educational program entitled “Student Engagement in Professional Advocacy” (SEPA). This manuscript reports on the first year of that study. The participants (N=27) were entry-level Master of Science occupational therapy students. The outcome measure was a survey measuring student knowledge, attitude, and participation specific to professional advocacy. All participants completed the pre and post surveys and participated in four SEPA educational modules. Significant differences were observed in pre and post scores in knowledge (p < 0.0001), action (p= 0.004), and attitude (p=0.012). This suggests that SEPA was effective at increasing student knowledge of, attitudes toward, and participation in professional advocacy. Pearson correlation of domains revealed a strong positive association between knowledge and attitude (p= 0.0003), actions and attitude (p = 0.0018), and action and knowledge (p=0.0262). This indicates that educational programs promoting professional engagement should address knowledge and attitudes and provide opportunities for participation. Qualitative data provided additional information on how students integrated professional engagement into their identity as students, and practical feedback on how to improve the program. Study findings supported the use of SEPA to promote student professional engagement. Further research is indicated, including conducting additional iterations of the project to continue to refine SEPA.

Sketching to support visual learning with interactive tutorials

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This manuscript discusses how learning theories have been applied to shape multiple aspects of the design of curricular activities combining interactive computer simulations and University of Washington style tutorials (so-called simulation-tutorials). When considering the curriculum goals (what to teach), we drew on theories of representational competence and learning with multiple representations. When considering how to teach, we drew on theories of constructivism and sketching to learn, leveraging the advantages of sketching as a constructive process that requires students to make their current understanding explicit in visual form, to make specific choices in order to make their ideas concrete, and to organize information to support deep processing. When considering when and why to sketch, we drew upon theories of representational competence, learning with multiple representations and inventing to prepare for future learning to describe six distinct purposes of sketching both prior to and while working with the simulation. This is illustrated by presenting specific sketching tasks to show how theory informed the design and the sequencing of the tasks. We followed a design-based research method, working at two institutions in two countries and with multiple cohorts of students to understand, and where necessary improve, the design of these activities, primarily basing our decisions on the sketches that students had created. The key message of this research is that the design and sequencing of sketching tasks needs to be carefully matched to the pedagogical rationale and that theory can shape these decisions in many ways.1 MoreReceived 28 June 2019Accepted 20 December 2019DOI:https://doi.org/10.1103/PhysRevPhysEducRes.16.020139Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasInstructional materials developmentLearning theoryPhysics Education Research

Implementing Medical Education Continuous Quality Improvement Using Design‐Based Research

The goal of this study is to present efficient measures to improve the quality of medical education through using a developed and applied continuous quality improvement (CQI) model suitable for medical education. To achieve this purpose, we developed a theoretical CQI model through a review of the literature according to the design-based research method. Through repetitive productive cyclical processes and professional reviews, we finally deduced an appropriate CQI model for medical education. The most important results of this study are as follows: First, the CQI model for medical education is defined as a quality management system with a cyclical course of planning, implementation, evaluation, and improvement of medical education. Second, the CQI model for medical education is composed of quality management activities of educational design, work, and evaluation. In addition, each activity has the implementation strategies of planning, doing, checking, and improving based on the PDCA model (Plan-Do-Check-Act model). Third, the CQI model for medical school education is composed of committees related to medical education doing improvement activities, as well as planning, implementing and evaluating it with CQI. As a result, we can improve teaching by using the CQI model for medical education. It is more meaningful because this gives us organized and practical measures of quality management and improvement in medical education as well as in the educational process.

Design, Development and Evaluation of New Generation Learning Objects for Vocational Education

Bu araştırmada mesleki eğitim öğrencileri için yeni nesil öğrenme nesnesi geliştirme sürecinin modellenmesi amaçlanmıştır. Sentezlenmiş tasarım-tabanlı araştırma yöntemiyle desenlenen araştırma, iki mezo döngüde gerçekleştirilmiştir. Birinci döngüde sıralı yapılandırılan geliştirme süreci, ikinci döngüde sarmal yapıda yeniden düzenlenmiştir. Uygulama, Bilişim Teknolojileri ve Matematik öğretmenleriyle işbirliği içerisinde yapılmıştır. Araştırmaya 2018-2019 öğretim yılı Güz ve Bahar dönemlerinde, kodlama deneyimi olmayan 25 11. sınıf öğrencisi katılmıştır. Geliştirme sürecinde öğrencilerin öğrenme nesnesine yönelik kalite algı düzeyleri, Öğrenme Nesnesi Kalite Rubriği ve öğrenci görüşme formu ile değerlendirilmiştir. Araştırmanın, yeni nesil öğrenme nesnesi geliştirme sürecinin kalite düzeylerine katkı sağlamasına yönelik kapsamlı bir süreç modeli sunuyor olması nedeniyle alanyazındaki ilgili araştırmalardan ayrıldığı düşünülmektedir.

Combining Chatbot and Social Media: Enhancing Personal Learning Environment (PLE) in Language Learning

Transformation of the global learning landscape in twenty-first century is shaped by the uptake of digital technology and social network applications, along with students’ alteration of characteristics, needs, and demands. As an attempt to integrate digital technology and social network application, this study aimed to develop a chatbot-based application integrated with social media LINE to enhance language learning, specifically for learning Japanese grammar. The application, namely Gengobot, is a chatbot-based grammar application, consisting of Japanese Language Proficiency Test Level 5 and Level 4 (N5 and N4) grammar materials in three language: Indonesian, English, and Japanese. This study applied design-based research method with Waterfall application development procedure, and a questionnaire to gather feedbacks from fifty-three students regarding Gengobot features and contents. Gengobot application was successfully developed using code igniter framework, MySQL database, and webhook to integrate Gengobot application with LINE messaging API. Application testing confirmed that Gengobot is successfully developed and operated properly. The students agreed that Gengobot materials and features considered to be adequate, useful, user friendly, and suitable to support language learning. Gengobot is also highly accessible since it is integrated to social media LINE, allowing students to adjust its use to their own learning preference and needs, which is suitable to enhance students’ personal learning environment.

Validation of a digital tool for diagnosing mathematical proficiency

This study was aimed to validate a digital tool for diagnosing mathematical proficiency in the Number and Algebra strand of 1,504 Thai seventh-grade students. Researchers employed a multidimensional approach, an extension of the Rasch model to measure its quality. A design-based research method was adopted to create the diagnostic tool which consists of four components, namely register system, input data, process system, and diagnostic feedback report. The diagnostic framework consists of 18 tasks encompassing 11 and 7 tasks in the Mathematical Procedures Dimension and Structure of the Observed Learning Outcome dimension, respectively. The results revealed that there is internal structure evidence of validity based on the comparison of model fit and the Wright map. The results also indicated that the reliability evidence and item fit are compliant with the quality of the digital tool as shown in the analysis of standard error of measurement and infit and outfit of the items. In conclusion, the developed digital tool can diagnose seventh-grade students’ multiple mathematical proficiencies in terms of accuracy, consistency, and stability. This implies that the digital tool can provide fruitful information, particularly to those intermediate and high mathematical proficiency levels because the error for estimating proficiency in each dimension was at the lowest value for those students.

Teaching Cell to 6th Grade Students with Visual Impairment

In this study, the design process of a model for the teaching of science concepts related to the ‘cell’ subject in 6th grade students with visual impairment (SVI) was discussed and the effectiveness of this design was evaluated from various aspects. Design Based Research method was used in this research which is based on ADDIE model for instructional design. In the first stage of the three-stage instructional design, the individual learning needs of the six SVI and their levels of learning the basic concepts in the ‘cell’ subject were determined. In the second stage, the teaching materials and activities were designed in accordance with the determined needs and the designed teaching model was tested on nine SVI in 6th grade. In the last stage, the instructional design was evaluated in terms of applicability, usefulness and contribution to concept learning. Semi-structured observation and interview forms were used as data collection tools and the obtained qualitative data were analyzed by using descriptive analysis approach. As a result of the study, it was determined that the teaching model designed in accordance with the determined needs contribute the students to learn the concepts of ‘Cell’ subject effectively and to reach the related acquirements.

Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom

In blended learning classrooms, children access digital curriculum and receive traditional instruction in a physical setting hence implementing intricate blended learning requires working closely with teachers to help them determine rhythms and patterns for their classrooms. The purpose of this study was to investigate the effects of blended environment on students’ classroom engagement and to study its potential in unprivileged classrooms. Design-based research methods were used with 40 children from a fourth-grade standard class in an Indian elementary school. These methods included gathering and analysing data in several cycles. Quantitative data were collected through classroom observations for nine weeks where student engagement data was gathered and recorded. Interviews with four teachers were also conducted to collect information about the experience of introducing and implementing blended learning in their classroom. The findings revealed that blended learning ambience increases students’ classroom engagement in an elementary classroom when teachers were supported with necessary proficiencies. Overall, the time spent in a blended learning environment had a positive effect on children’ classroom engagement irrespective of gender and these effects emerged during nine weeks. The implication is that blended learning is potent in bringing positive changes in students’ classroom learning engagement provided teachers getting necessary encouragements, even in schools with low technological infrastructure and underprepared but willing teachers.

Museum program design supports parent–child engineering talk during tinkering and reminiscing

This study focused on tinkering, a playful form of open-ended problem solving that is being widely adopted in science, technology, engineering, and mathematics (STEM) education as a way of encouraging children’s engagement in disciplinary practices of engineering. Nevertheless, the design of exhibits and programs and the nature of children’s interactions with adults can determine whether and to what extent tinkering engenders participation in engineering practices such as testing and redesign. Researchers and museum practitioners worked together using design-based research methods to develop and test tinkering programs that could best support engineering learning. Two of the programs specified what families’ engineering projects should do and provided exhibit spaces for testing and iterating the design (i.e., function-focused programs), and two programs did not. A total of 61 families with 6- to 8-year-old children (Mage = 7.07 years; 25 female) were observed during one of the programs and when reminiscing immediately after tinkering. Parent–child interaction patterns associated with understanding and remembering events—parent–child joint hands-on engagement and joint talk—and engineering design process talk were measured. All four programs were similar in terms of parent–child joint engagement. Compared with families who did not participate in function-focused programs, families who did talked more about the engineering design process during tinkering and when reminiscing. Parent–child engineering talk during tinkering mediated the association between the program design and engineering talk when reminiscing. Implications for research on children’s learning and museum practice are discussed.

Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children

Background: Early childhood education (ECE) has recently been introduced in Zambian government schools, leading to a need to examine the quality of mathematics lessons. Aim: This study focussed on guided play lessons on shapes in pre-mathematics classes and examined how they could be implemented and what children could learn in the class. Setting: The lessons were conducted in two early childhood mathematics classes in two different schools in Zambia. Methods: A qualitative design-based research method was applied. For data collection, teachers implemented a trial lesson in one school and a main lesson in another school in Lusaka, the capital of Zambia. Results: In the first lesson, the activity differed from what was planned and discussed. In the second lesson, the content and objective of the guided play were changed from those of the trial lesson. In the main lesson, children engaged in a more basic activity involving shapes and created many kinds of shapes that they were familiar with in and out of school. This was particularly effective for children in terms of explicitly learning the basic features of the shapes and important mathematical ideas such as congruency, similarity and symmetry. Conclusion: The main lesson was successful because the level of mathematical content was more appropriate for the children and allowed them to enjoy the activity. Two points regarding developing more effective lessons for ECE, to identify pupils’ readiness and sociocultural status, were also assessed and discussed.

Learning crude oil based on enviromental literacy

This research is carried out using design-based research methods to develop chemical teaching materials on crude oil based on environmental literacy. The process of forming and processing crude oil, fossil fuels, the quality of gasoline, the impact of burning fossil fuels and alternative fuels is presented in the form of a chemistry magazine oriented aspects of environmental literacy. The magazine presents text, images, graphics, tables, games, comics, poems and videos that are accessed via QR-code. This research uses Design Based Research that adopts the stages of ADDIE (Analysis, Design, Development, Implement, and Evaluations). The results of the validation test show that the magazine made can be declared valid and is suitable for use. It is hoped that teaching materials can be used to foster student awareness of maintaining and improving the environment.

Design-based research on integrating learning technology tools into higher education classes to achieve active learning

This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active learning of course participation and peer assessment were explored. The participants of the whole study included about 458 2nd and 3rd year undergraduate students. After 3 iterative DBR phases, it is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction. Peer assessment with guiding assessment descriptions and evaluation rubrics using the Google suite was evaluated positively by most students. It facilitated advanced level cognitive knowledge acquisition and helped the students to produce constructive peer feedback. The future work for the next phases of DBR study is also discussed.

Using Iterative Experimentation to Accelerate Program Improvement: A Case Example.

This article offers a case example of how experimental evaluation methods can be coupled with principles of design-based implementation research (DBIR), improvement science (IS), and rapid-cycle evaluation (RCE) methods to provide relatively quick, low-cost, credible assessments of strategies designed to improve programs, policies, or practices. This article demonstrates the feasibility and benefits of blending DBIR, IS, and RCE practices with embedded randomized controlled trials (RCTs) to improve the pace and efficiency of program improvement. This article describes a two-cycle experimental test of staff-designed strategies for improving a workforce development program. Youth enrolled in Year Up's Professional Training Corps (PTC) programs were randomly assigned to "improvement strategies" designed to boost academic success and persistence through the 6-month learning and development (L&D) phase of the program, when participants spend most of their program-related time in courses offered by partner colleges. The study sample includes 317 youth from three PTC program sites. The primary outcome measures are completion of the program's L&D phase and continued college enrollment beyond the L&D phase. The improvement strategies designed and tested during the study increased program retention through L&D by nearly 10 percentage points and increased college persistence following L&D by 13 percentage points. Blending DBIR, IS, and RCE principles with a multi-cycle RCT generated highly credible estimates of the efficacy of the tested improvement strategies within a relatively short period of time (18 months) at modest cost and with reportedly low burden for program staff.

Co-designing tools for workplace learning

PurposeIntroducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice.Design/methodology/approachThe iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means.FindingsBy considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight).Research limitations/implicationsThe method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this.Originality/valueBesides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

Hybrid Learning Design to Minimize Academic Stress of Digital Natives’ Generation in Accounting Course

The digital natives generation (DNG) tends to experience relatively high academic stress if the learning design does not pay attention to its characteristics and culture. This study aims to develop a prototype of a hybrid learning model to minimise such stress amongst prospective accounting teachers. This hybrid learning design combines face to face and online learning using the Design-Based Research (DBR) method with stages of problem analysis when learning, and the development of solutions based on principles and theory. Questionnaires, interviews, FGDs and literature studies were used to collect data which were analysed using quantitative and qualitative descriptive analysis. The study found that the DNG experiences relatively high academic stress in the accounting context, so it is necessary to develop a prototype of a flipped classroom-type hybrid learning model by considering its learning style and academic culture and based on the sociocultural revolution theory. This hybrid learning design remains to be tested in further research for its feasibility and effectiveness in minimising DNG academic stress.

The Making of E-Portfolios for Performance Assessment in Chemical Practicum

This research aims to create a media that can facilitate the assessment of chemical practicum following the development of information technology. Through the Design-Based Research method, an e-portfolio has been made for performance evaluation on chemical practicum that can assess the work of student practicum in the form of documents, photos, and videos online.E-portfolios can be used to assess aspects of planning, implementation, and reporting on digital-based chemical labs. The validation results show that the product is declared valid by the acquisition of an average value of 0.85. The results of a limited trial conducted on chemistry education students indicate that the product is declared suitable for use with an average percentage value of 86.87%.

Practical work design based on Science, Technology, Engineering, Mathematics (STEM) on manufacture of liquid sugar from cassava peel waste (Manihot esculenta) to improve student creativity

The aim of this study is to create a practical work design based on science, technology, engineering and mathematics (STEM) on the manufacture of liquid sugar from cassava husks (Manihot esculenta) to improve the creative abilities of students. To achieve this, the question that arises in this study is “How can the characteristics of developing practical design based on science, technology, engineering and mathematics improve students’ creativity?" The researcher used Design-Based Research (DBR) method consisting of 4 phases: Problem identification and analysis, Designing a solution, Repeated cycles in testing and refining designs and Reflection to produce the principles of design and implementation. The Participants in this study were senior high school students, chemistry teacher and 3 observers who understood the STEM approach. Data was collected by interviewing, testing and observing the activities students. The results showed that student creativity increased through STEM-based practice.