Using Trialogical Design Principles to Assess Pedagogical Practices in Two Higher Education Courses

摘要: Design-based research has become a popular methodology in educational because it provides results that can explicitly be applied to inform pedagogical practice, unlike surveys or experimental studies conducted controlled laboratory settings (Brown, 1992; Edelson, 2002). One basic aspect of design-based emphasised by many researchers is combines empirical and theorydriven design settings, aiming understand how assess improve practices authentic contexts, simultaneously develop the theories further (Bell et al., 2004; Design-Based Research Collective, 2003).