Productive tensions in CSCL: should design be driven by theory, research or practice?
نویسندگان
چکیده
The relationship among theory, research and practice in the design of instructional technology and educational interventions is complex and controversial. It differs by discipline—e.g., psychology, education, computer science, and sociology. In some cases theory is used to derive special expectations to be tested in order to confirm and refine a developed and differentiated theory which can be used to guide design and intervention. In other cases (such as grounded theory, action research or ethnography) theory and analytic categories emerge largely from the data or even as a reflection on practice and the needs of practitioners. For design-based research, theory, research and practice coevolve together through iterative trials in naturalistic circumstances.
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