Research-practice interactions as reported in recent design studies: Still promising, still hazy

Bart J.B. Ormel, Natalie N. Pareja Roblin, Susan E. McKenney, Joke M. Voogt, Jules M. Pieters

Research output: Contribution to journalArticleAcademicpeer-review

32 Citations (Scopus)
125 Downloads (Pure)


This study portrays recent research–practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions
Original languageEnglish
Pages (from-to)967-986
JournalEducational technology research and development
Issue number6
Publication statusPublished - 2012


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