ABSTRACT

716717This chapter examines the types of designs and methodological approaches used by educational technology and instructional design researchers to investigate: (1) instructional strategies, (2) educational technologies, (3) instructional design models, and (4) design and development of instruction. These four approaches correspond to the four main parts of the Handbook. In the opening section, Ross and Morrison discuss how experimental methods have been predominantly used in determining the effectiveness of instructional strategies used to teach specific content, affect the design of a course, or improve message design. In the second chapter section, Hannafin and Young examine how research on instructional technologies has been influenced by the manner in which technology has been conceptualized as a treatment or intervention. When it is regarded as simply a medium for learning (e.g., computer-assisted instruction), usage of highly controlled experimental designs is most common; when conceived more broadly as a technology-enhanced learning environment (TELE), use of design-based research is favored. In the third section, van den Akker and Kuiper examine design and development research focusing on models for instructional design. Specific attention is directed to analyzing the trends that are most visible in model development and validation and exploring how research on models can be redirected to foster blending of theory and practice. In the final section, Richey and Klein focus on methods and issues related to conducting research on the design and development of instruction. Studies in this area, although highly diverse, most frequently rely on qualitative techniques, including case studies, interviews, document reviews, and observations.