Mobile Devices and Mobile Learning: Shifting the Mindset of Teachers and Learners

A Design-Based Research Approach

The central tenet in design-based research is that the research is conducted in order to explore possible solutions to real learning and teaching issues (Herrington, Reeves, & Oliver, 2010). The design of the solution is informed by a review of literature pertaining to the identified issues. Lastly, the solution is implemented and tested iteratively. As such, design-based research provides a framework through which theory and practice are explored together leading to an increased knowledge and understanding of theory and practice in an authentic research context (Reeves, 2006).

According to Amiel and Reeves (2008), design-based research is one way of addressing some of the shortfalls of other research methods in examining the role of tools and techniques in the classroom. However, we note that technology should be recognised as a process rather than an artefact, allowing researchers to question their research methods and the values that guide research agendas, which would help them to direct this technological development rather than simply react to it. We further argue that this involves a series of testing and refinement cycles (including collecting the data to redefine the problems, looking at possible solutions and at the principles that might best address them), which allows a continuous cycle of design-reflection-design. Holmberg (2014, p. 294) argues that design-based research can: