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

Abstract

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