ABSTRACT
As discussed in Chapter 1, the most suitable approach for educational research in general, and educational informatics in particular, seems to be one that uses methodological pluralism and active intervention of all the stakeholders in the issue being researched, i.e. action research. It was also discussed that the models being proposed for this type of research are in the main very broad and therefore difficult to apply in specific research contexts.This clearly indicates the need for specific action research models or frameworks adapted to the complexities and specificities of particular contexts.These generic models usually involve a number of steps or stages that help to guide the research process and are nowadays strongly influenced by principles of experiential learning as developed by authors such as Kolb et al. (1971), Kolb (1984), Argyris and Schön (1978), Schön (1983), and Argyris and Schön (1996).
