Learning design research: Advancing pedagogies in the digital age
Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and persona...
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| Format: | Journal Article |
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Taylor and Francis
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/26182 |
| _version_ | 1848751912707424256 |
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| author | Dobozy, Eva |
| author_facet | Dobozy, Eva |
| author_sort | Dobozy, Eva |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on a meta-ethnographic review study of a subsection of current LDR to document current conceptualisations, preferred methodologies and possible themes and struggles. The findings suggest that LDR often uses an ad hock approach to Learning Design conceptualisation. It is concluded that the current ontological and epistemological disparity presents a great hindrance to the advancement of LDR. |
| first_indexed | 2025-11-14T08:00:16Z |
| format | Journal Article |
| id | curtin-20.500.11937-26182 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:00:16Z |
| publishDate | 2013 |
| publisher | Taylor and Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-261822017-09-13T15:53:16Z Learning design research: Advancing pedagogies in the digital age Dobozy, Eva pedagogy technology-enhanced learning learning design research LAMS learning design case study Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on a meta-ethnographic review study of a subsection of current LDR to document current conceptualisations, preferred methodologies and possible themes and struggles. The findings suggest that LDR often uses an ad hock approach to Learning Design conceptualisation. It is concluded that the current ontological and epistemological disparity presents a great hindrance to the advancement of LDR. 2013 Journal Article http://hdl.handle.net/20.500.11937/26182 10.1080/09523987.2013.777181 Taylor and Francis restricted |
| spellingShingle | pedagogy technology-enhanced learning learning design research LAMS learning design case study Dobozy, Eva Learning design research: Advancing pedagogies in the digital age |
| title | Learning design research: Advancing pedagogies in the digital age |
| title_full | Learning design research: Advancing pedagogies in the digital age |
| title_fullStr | Learning design research: Advancing pedagogies in the digital age |
| title_full_unstemmed | Learning design research: Advancing pedagogies in the digital age |
| title_short | Learning design research: Advancing pedagogies in the digital age |
| title_sort | learning design research: advancing pedagogies in the digital age |
| topic | pedagogy technology-enhanced learning learning design research LAMS learning design case study |
| url | http://hdl.handle.net/20.500.11937/26182 |