To DBR or not DBR?
There is a growing interest in Design Based Research (DBR). But, what is it and why should we embrace it? Or should we wait till this new wave is blown over? Is it old wine in new bags?
DBR studies are conducted in naturalistic settings and not in the laboratory (Barab & Squire, 2004). DBR studies are about (re)design of teaching practice, based on theory, in collaboration with stakeholders (teachers, students, educational designers, researchers), using mixed methods, and using iterative cycles of analysis, design, and evaluation (Brown, 1992; Collins, 1992; Barab & Squire, 2004; McKenny & Reeves, 2013; Bakker, 2018; Dolmans et al., 2012). Typically, DBR studies try to answer a research question Such as how can intervention A with characteristics B better enable students to achieve a particular outcome? The intervention characteristics (B) are where theory plays a role (Bakker, 2018). Usually a mixture of theories will be combined to design and investigate the intervention.
Why do we need it?
Given that context matters in learning and teaching, DBR studies are conducted in naturalistic settings (Barab & Squire, 2004). DBR aims to improve practice through the involvement of various stakeholders in the analysis, design and evaluation phase. It also aims to advance our theoretical understanding, given its focus on building and testing theory. In other words, building or testing theory and improving practice are intertwined processes in DBR.
Why should we NOT do DBR?
Some argue that DBR findings are just locally relevant. Given that DBR studies are based on theoretical claims they are perceived to go beyond the local context (Barab & Squire, 2004). Nevertheless, it might be too early to conclude if its claims are true, we first need more DBR studies. On top of that, we also need to be realistic. Education is highly context-specific, due to which we continuously need to redesign and investigate our teaching practices and due to which there is no interventions that works under all conditions. Is it old wine in new bags? On one hand I would say, yes; there are examples of studies reporting on teaching practices that are redesigned and evaluated based on theories without calling it a DBR study or a series of DBR studies. On the other hand, I would say no; DBR encourages us to make use of theories and conduct studies aimed at a better understanding about why and under which conditions particular interventions might work or not work in a specific context. We should make use of theories, but also involve stakeholders. It is attractive as a new wave because it combines and intertwines theory and practice. I look forward to seeing more DBR studies being conducted and published in the near future. For further reading, I would recommend the book of Bakker, see reference below or AMEE Guide No. 60.
Bakker, A. (2018). Design Research in Education. A Practical Guide for Early Career Researchers. London: Taylor.
Dolmans, D. H., & Tigelaar, D. (2012). Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60. Medical Teacher, 34(1), 1-10.
Diana Dolmans