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dc.contributor.authorKirkwood, Adrianen
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-19T12:41:38Z
dc.date.available2018-04-19T12:41:38Z
dc.date.issued2015-01-01
dc.identifier.citationKirkwood A, Price L (2015) 'Achieving improved quality and validity: reframing research and evaluation of learning technologies', European Journal of Open, Distance and e-Learning, (), pp.102-115.en
dc.identifier.issn1027-5207
dc.identifier.urihttp://hdl.handle.net/10547/622655
dc.description.abstractA critical reading of research literature relating to teaching and learning with technology for open, distance and blended education reveals a number of shortcomings in how investigations are conceptualised, conducted and reported. Projects often lack clarity about the nature of the enhancement that technology is intended to bring about. Frequently there is no explicit discussion of assumptions and beliefs that underpin research studies and the approaches used to investigate the educational impact of technologies. This presentation summarises a number of the weaknesses identified in published studies and considers the implications. Some ways in which these limitations could be avoided through a more rigorous approach to undertaking research and evaluation studies are then outlined and discussed.
dc.language.isoenen
dc.publisherEuropean Distance and E Learning Networken
dc.relation.urlhttp://eprints.kingston.ac.uk/33216/en
dc.relation.urlhttp://www.eurodl.org/materials/special/2015/Kirkwood_Price.pdfen
dc.subjectacademic qualityen
dc.subjectlearning technologyen
dc.subjectX300 Academic studies in Educationen
dc.titleAchieving improved quality and validity: reframing research and evaluation of learning technologiesen
dc.typeArticleen
dc.identifier.journalEuropean Journal of Open, Distance and e-Learningen
dc.date.updated2018-04-17T13:56:48Z
dc.description.noteSpecial Issue: Best of EDEN RW8
html.description.abstractA critical reading of research literature relating to teaching and learning with technology for open, distance and blended education reveals a number of shortcomings in how investigations are conceptualised, conducted and reported. Projects often lack clarity about the nature of the enhancement that technology is intended to bring about. Frequently there is no explicit discussion of assumptions and beliefs that underpin research studies and the approaches used to investigate the educational impact of technologies. This presentation summarises a number of the weaknesses identified in published studies and considers the implications. Some ways in which these limitations could be avoided through a more rigorous approach to undertaking research and evaluation studies are then outlined and discussed.


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