Methodologies Used for Research Regarding Iteration in Instructional Design

D.M.L. Verstegen

Methodologies Used for Research Regarding Iteration in Instructional Design

In: Mixed Methodology in Psychological Research

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D.M.L. Verstegen

D.M.L. Verstegen RISBO Erasmus University Rotterdam P.O. Box 1738, 3000 DR Rotterdam The Netherlands verstegen@risbo.eur.nl

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Type:: Chapter

Pages:: 143–155

DOI:: https://doi.org/10.1163/9789087903503_017

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This paper focuses on the search for suitable research methods for research regarding iteration in instructional design. Iteration is difficult to observe and measure. Studying iteration during the design process requires a longer time-span, a case that is realistic in size and complexity, and the occurrence of the kind of events that would trigger iteration in practice. Thus, controlled laboratory studies are not suitable. Case studies, on the other hand, would be long and labourintensive, and they give the researcher no control over what happens. Furthermore, the differences between cases are likely to be so large that it will be difficult to compare them in order to come to a more general theory regarding iteration. In the described studies the use of an existing instructional design method and prototype tool, and a realistic case offered an environment in which it was possible to define and study iteration. The empirical setting allowed some control over what happened and made it possible to record a considerable amount of information about the subjects' design process. The results of two empirical evaluation studies were subsequently compared to case studies concerning real design problems.

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Mixed Methodology in Psychological Research

E-Book ISBN:: 9789087903503

Publisher:: Brill

Print Publication Date:: 01 Jan 2007

Subjects
- Education
  - Research Methodology

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Methodologies Used for Research Regarding Iteration in Instructional Design

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Mixed Methodology in Psychological Research

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