Challenges and Learning Outcomes of Educational Design Research for PhD Students

Autor/inn/en	Bronkhorst, Larike H.; de Kleijn, Renske A. M.
Titel	Challenges and Learning Outcomes of Educational Design Research for PhD Students
Quelle	In: Frontline Learning Research, 4 (2016) 3, S.75- (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Outcomes of Education; Doctoral Programs; Research Methodology; Instructional Design; Graduate Students; Doctoral Degrees; Foreign Countries; Case Studies; Research Design; Interviews; Scientific Research; Comparative Analysis; Qualitative Research; Higher Education; Postsecondary Education; Self Evaluation (Groups); Netherlands + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Doktorandenprogramm; Research method; Forschungsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral degree; Doktorgrad; Ausland; Case study; Fallstudie; Case Study; Forschungsdesign; Interviewing; Interviewtechnik; Qualitative Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Niederlande
Abstract	Educational design research (EDR) is described as a complex research approach. The challenges resulting from this complexity are typically described as procedural, whereas EDR might also be challenging for different reasons, specifically for early career researchers. Yet, challenging experiences may be noteworthy in the process of learning to do research and becoming a researcher. To explore this issue further, we engaged in a collaborative self-study, and conducted a narrative cross-case analysis of two PhD candidates' experiences of engaging in EDR, focusing on challenges and learning outcomes. We find indications that the challenges of EDR might be related to EDR's relatively new and minority position in educational sciences and the role a (early career) researcher needs to assume in EDR. Retrospectively, the challenges appear closely related to learning outcomes, which are described in terms of a more profound understanding of research (quality) and of oneself as a researcher. As such, insights gained by self-study of research practices provide a complementary perspective to existing literature on EDR and becoming a researcher. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01