The goal of this edited volume is to provide learning design researchers with knowledge and guidance on different methodologies that can help address their novel research questions. It is important for IDT scholars to have a solid foundation of the different methods that can be taken to investigate a research problem. This foundation aids researchers in the understanding of the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understand a research question. The way a researcher approaches a question will have a profound effect upon the way they construct and explore their investigation and the results that the inquiry will yield.
This is the online repository of book chapter abstracts for the edited volume: "Research Methods in Learning Design and Technology." An official link to the book via the publisher is available in the "Publisher" tab.
This is the online repository of book chapter abstracts for the edited volume: "Research Methods in Learning Design and Technology." An official link to the book via the publisher is available in the "Publisher" tab.
Enilda Romero-Hall
Associate Professor, The University of Tampa
https://www.enildaromero.net
Dr. Enilda Romero-Hall is an Associate Professor in the Department of Education at The University of Tampa. She is also the Graduate Coordinator of the Instructional Design and Technology program. In her research, Dr. Romero-Hall is currently exploring different topics related to digital and computer-based instruction and learning. Her research interests include: multimedia design and development, gaming and simulation, the design of human-computer interaction, formal and informal learning in online social communities, and online education. Dr. Romero-Hall has published journal articles, book chapters, conference proceedings, and columns. She has given over 30 peer-reviewed presentations in regional, national, and international conferences. Each publication and presentation contributes to the body of knowledge in the instructional design and technology field. Her research contributions are not limited to publications; she also aimed to advance research in the field through her service as President of the Research and Theory Division of the Association for Educational Communications and Technology (AECT).
Associate Professor, The University of Tampa
https://www.enildaromero.net
Dr. Enilda Romero-Hall is an Associate Professor in the Department of Education at The University of Tampa. She is also the Graduate Coordinator of the Instructional Design and Technology program. In her research, Dr. Romero-Hall is currently exploring different topics related to digital and computer-based instruction and learning. Her research interests include: multimedia design and development, gaming and simulation, the design of human-computer interaction, formal and informal learning in online social communities, and online education. Dr. Romero-Hall has published journal articles, book chapters, conference proceedings, and columns. She has given over 30 peer-reviewed presentations in regional, national, and international conferences. Each publication and presentation contributes to the body of knowledge in the instructional design and technology field. Her research contributions are not limited to publications; she also aimed to advance research in the field through her service as President of the Research and Theory Division of the Association for Educational Communications and Technology (AECT).
There are so many who I would like to acknowledge and thank for their support towards this edited volume; without their help and contribution, this project would not be completed. First, I would like to thank The University of Tampa, the members of the sabbatical committee, and Provost David Stern for supporting my sabbatical period to focus my energy and efforts towards coordinating and editing this book as well as writing two book chapters.
I would also like to thank the book chapter authors for their willingness to be part of this journey with me. Their expertise on the different topics shared will serve to advance our field, the knowledge of scholars, and serve as evidence of what we have accomplished and what there is to do moving forward, in terms of research methods in learning design and technology. I also much appreciate the book chapter authors' work ethic and excitement for this project.
Taking on editing a book is not an easy task. I am grateful for the editorial staff at Routledge Education and especially my editor Dan for his guidance throughout the process and various conversations about the content of the book. I would also like to thank my colleague Aimee Whiteside who shared her own experience editing a book and was always happy to answer any question that I sent her way.
At some point, while working on the book, I felt overwhelmed by the responsibility and anxious about the outcome. It was during this time that the confidence boosters from family, friends, former students, current students, and colleagues helped me put words into paper, sent out emails, and get organized. Thank you to my partner, McFadden Hall, for his encouragement and pep talks. Also, thank you for reviewing the first and last chapters before submission.
A special thanks to the Association of Educational Communications and Technology (AECT) and colleagues who I have met throughout my years of participation in this conference. I want to acknowledge colleagues who I worked with as part of the AECT Research and Theory Division: Jozenia (Zeni) Colorado, David Moore, Marcus Childress, Lisa Yamagata-Lynch, Michael Grant, Ana-Paula Correia, George Veletsianos, E-Ling Hsiao, and Fei Gao. I am tremendously grateful to E-Ling and Fei who serve as co-editor with me on a journal special issue on the topic of “innovative research methods in instructional design and technology.” The special issue was the propelling force that led me to work on this edited volume.
As a graduate student, I had the opportunity to work with Ginger Watson, whose knowledge of research methods helped spark my curiosity on the topic. We worked and published several research projects related to the use of eye-tracking and emotion face reading software in instructional design and technology research. Thank you, Ginger, for those experiences. Also, thank you to the Link Foundation Fellowship and the Old Dominion University Darden College of Education Dissertation Fellowship that helped fund these research projects.
Last, a huge thanks to the thirty-one reviewers who: (a) responded to my call for volunteers to review book chapters for this project and (b) provided very insightful feedback that assisted in the improvement and revisions of each book chapter included in this edited volume. Thanks to:
I would also like to thank the book chapter authors for their willingness to be part of this journey with me. Their expertise on the different topics shared will serve to advance our field, the knowledge of scholars, and serve as evidence of what we have accomplished and what there is to do moving forward, in terms of research methods in learning design and technology. I also much appreciate the book chapter authors' work ethic and excitement for this project.
Taking on editing a book is not an easy task. I am grateful for the editorial staff at Routledge Education and especially my editor Dan for his guidance throughout the process and various conversations about the content of the book. I would also like to thank my colleague Aimee Whiteside who shared her own experience editing a book and was always happy to answer any question that I sent her way.
At some point, while working on the book, I felt overwhelmed by the responsibility and anxious about the outcome. It was during this time that the confidence boosters from family, friends, former students, current students, and colleagues helped me put words into paper, sent out emails, and get organized. Thank you to my partner, McFadden Hall, for his encouragement and pep talks. Also, thank you for reviewing the first and last chapters before submission.
A special thanks to the Association of Educational Communications and Technology (AECT) and colleagues who I have met throughout my years of participation in this conference. I want to acknowledge colleagues who I worked with as part of the AECT Research and Theory Division: Jozenia (Zeni) Colorado, David Moore, Marcus Childress, Lisa Yamagata-Lynch, Michael Grant, Ana-Paula Correia, George Veletsianos, E-Ling Hsiao, and Fei Gao. I am tremendously grateful to E-Ling and Fei who serve as co-editor with me on a journal special issue on the topic of “innovative research methods in instructional design and technology.” The special issue was the propelling force that led me to work on this edited volume.
As a graduate student, I had the opportunity to work with Ginger Watson, whose knowledge of research methods helped spark my curiosity on the topic. We worked and published several research projects related to the use of eye-tracking and emotion face reading software in instructional design and technology research. Thank you, Ginger, for those experiences. Also, thank you to the Link Foundation Fellowship and the Old Dominion University Darden College of Education Dissertation Fellowship that helped fund these research projects.
Last, a huge thanks to the thirty-one reviewers who: (a) responded to my call for volunteers to review book chapters for this project and (b) provided very insightful feedback that assisted in the improvement and revisions of each book chapter included in this edited volume. Thanks to:
- Fatih Ari
- Okan Arslan
- Ismahan Arslan-Ari
- Pallavi Chhabra
- Quincy Conley
- Camille Dickson-Deane
- Sarah Espinosa
- Jose Flores
- Wendy Ann Gentry
- Michael Grant
- Spencer P. Greenhalgh
- Susie Gronseth
- Marquis Holley
- Tiantian Jin
- Yong Ju Jung
- Ahmed Lachheb
- Heather Leary
- Peter Leong
- Defne Akıncı Midas
- William Morris
- Mary Ellen Muesing
- Janos Olle
- Heather Robinson
- Dotty Sammons
- Justin Sentz
- Jill Stefaniak
- Sonia Tiwari
- Keri D. Valentine
- Lucas Vasconcelos
- Andrew Walker
- Qing Zhang
This book will be published by Routledge Education on October 1, 2020. To learn more about the book and/or pre-order a copy, here is a link to book in the Routledge Education site: Research Methods in Learning Design and Technology