Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14279/19151
DC FieldValueLanguage
dc.contributor.authorParmaxi, Antigoni-
dc.contributor.authorZaphiris, Panayiotis-
dc.date.accessioned2020-10-13T11:42:45Z-
dc.date.available2020-10-13T11:42:45Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Research & Method in Education, 2020, vol. 43, no. 3, pp. 257-270en_US
dc.identifier.issn17437288-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/19151-
dc.description.abstractThis paper describes aspirations and contributions that grew out of a developmental cycle of design-based research (DBR) implementation conducted over a three-year project. DBR engineers new learning environments and improves learning in context whilst communicating usable knowledge for learning and teaching in complex settings. This project employed constructionism as an overarching framework, a theory of learning, teaching, and design, which supports that learning occurs more effectively when learners understand the world around them by creating meaningful artifacts that can be probed and shared. In an attempt to infuse elements of constructionism in the use of social technologies, groups of learners were assigned to construct an artifact within social technologies. The main data collection tools employed were students’ and instructor’s reflections, a questionnaire, semi-structured interviews and observation of groups’ activity within social technologies. Such an inquiry revealed both strengths and challenges with regard to implementing DBR and reporting how designs function in real-life settings. This paper brings forward considerations related to reporting intentionally designed interventions, potentials and limitations of DBR and implications for future DBR implementations.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Research & Method in Educationen_US
dc.rights© Taylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectDesign-based researchen_US
dc.subjectConstructionismen_US
dc.subjectArtifactsen_US
dc.subjectSocial mediaen_US
dc.subjectSocial technologiesen_US
dc.subjectLanguage classroomen_US
dc.titleLessons learned from a design-based research implementation: a researcher’s methodological accounten_US
dc.typeArticleen_US
dc.collaborationCyprus University of Technologyen_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsSubscriptionen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1080/1743727X.2019.1671327en_US
dc.relation.issue3en_US
dc.relation.volume43en_US
cut.common.academicyear2019-2020en_US
dc.identifier.spage257en_US
dc.identifier.epage270en_US
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.grantfulltextnone-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.cerifentitytypePublications-
item.openairetypearticle-
crisitem.author.deptLanguage Centre-
crisitem.author.deptDepartment of Multimedia and Graphic Arts-
crisitem.author.facultyLanguage Centre-
crisitem.author.facultyFaculty of Fine and Applied Arts-
crisitem.author.orcid0000-0002-0687-0176-
crisitem.author.orcid0000-0001-8112-5099-
crisitem.author.parentorgCyprus University of Technology-
crisitem.author.parentorgFaculty of Fine and Applied Arts-
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