Jacobsen et al. (2023) present a conceptual framework to assess methodological fit based on educational design research (EDR) — a term that includes all research approaches that enhance practice and advance scientific understanding. Jacobsen at al. situate the framework in the current discussion and debate of educational methodologies. Researchers seeking out theoretical or practical research must identify problems worth study which are legitimate, researchable, and research-worthy in theoretical and/or practical terms.
Jacobsen et al. further explore three orientations of EDR trajectories, which they define as research for interventions, research on interventions, and research through interventions. Research for interventions add to theoretical knowledge and design work. Research on interventions aims to provide information on an intervention’s characteristics. Research through interventions focuses on implementation processes of an intervention. These trajectories are usually combined and used for comparative analysis in EDR work. Jacobsen et al. use two recent dissertations to examine and illustrate the EDR trajectories they describe.
The discussion of the conceptual framework comes to a close through a discussion of why methodological fit is so challenging for researchers. Jacobsen et al. point out methodological fit depends on a variety of factors such as: the researcher’s research expertise in the area, expertise in methodologies, concerns of the researcher and other practical considerations. Four specific challenges to applying the correct methodological fit are identified: asking beginner level questions, focusing on state-of-art, rather than state of practice, insufficient measures for causal inferences, and absence of synthesis. Jacobsen et al. conclude the field of educational research needs more EDR examples to show how valuable this type of research can be.
Jacobsen et al.’s conceptual framework’s main strength comes first from the way the discussion is situated in the current discourse of methodological framework. The analysis of two dissertations to illustrate the concepts of the orientations of EDR trajectories was very strong. Elements of research design were shown at various stages of the dissertation process to illustrate and highlight the iterative nature of creating questions to shift focus of the orientation EDR trajectory. Jacobsen et al. also point out the pitfalls of this type of research for the novice researcher – which is what doctoral students are – and underscore the significance of support and mentorship from faculty if students pursue this avenue of research.
As a doctoral student knowing a dissertation is on the horizon, this conceptual framework is helpful thinking about potential topics and approaches. The most interesting sections of the article for me were the determinants of research-worthy problems and the orientations of EDR trajectories. This also connects back to Salomon & Perkins (2005) and the discussion of a concept of, with, and through technology, though this time focusing on specific intervention, which may or may not be technology. EDR is a complex, but rich way to analyze topics using mixed-methodologies that are brought to bear on a research topic as the research grows.
References
Jacobsen, M., & McKenney, S. (2023). Educational design research: Grappling with methodological fit. Educational Technology Research and Development. https://doi.org/10.1007/s11423-023-10282-5
Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg, & D. D. Preiss (Eds). Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 71-86). Mahwah, NJ: Lawrence Erlbaum Associates.
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