Design-Based Research in Higher Education: Analysing Examples Through Activity Theory and Bakker’s Five Characteristics

Abstract

This conceptual paper aims to identify the characteristics of Design-Based Research (DBR) projects that support the sustainable, expansive or adaptive implementation of technological learning innovations in higher education and thus address this gap in the literature. Four examples of Design-Based Research implemented in different discipline contexts through technology enhanced learning interventions in higher education are retrospectively analysed and compared. The higher education discipline contexts of the projects include health education, music performance, biomedical engineering, electrical and mechanical engineering. The analysis uses a shared framework based upon identifying five characteristics of design research and activity theory. Shared characteristics include addressing an identified pedagogical problem or innovation through iteratively designing and evaluating an intervention that enhances learning while developing theoretical insights. Transdisciplinary collaboration enhances the transferability of design principles derived from these projects into wider contexts. Activity Theory analysis is utilised to identify context-specific contradictions and strengths in each example. These four longitudinal project designs illustrate how Design-Based Research can be combined with Activity Theory and practically implemented as a transferable educational design framework to generate impact on teaching and learning that is either sustained, expansive or adaptive.