Leveraging the potential of design-based research to enhance preservice teachers’ online reflective practice: A case study
Abstract: As a promising educational research paradigm (National Research Council, 2002), design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (Wang & Hannafin, 2005). However, design-based research is still an emerging research paradigm; there is a lack of established process on how to conduct this type of research at the individual study level. Guided by Ma and Harmon’s (in press) detailed design-based research process, the case study presents our ongoing research on how to embed computer-based scaffolds in an existing technology-enhanced learning and assessment system to enhance preservice teachers’ online reflective journal writing.
Presider: Jeremy Dickerson, East Carolina University