Design-Based Research

1. How to conduct Design-Based Research

Journal Article: Chen, W. & Reeves, T. (2020) Twelve tips for conducting Educational Design Research in medical education. Medical Teacher: An International Journal of Education in the Health Sciences, 42(9), 980-986 https://doi.org/10.1080/0142159X.2019.1657231

Abstract: Despite a steady growth in educational innovations and studies investigating the acceptance and effectiveness of these innovations, medical education has not realized sufficient improvement in practice and outcomes from these investments. In light of this lack of impact, there has been a growing call for studies that more effectively bridge the gap between research and practice. This paper introduces Educational Design Research (EDR) as a promising approach to address this challenge. Twelve tips are provided to inspire and guide medical educators to conduct EDR to achieve the dual goals of tackling a significant educational problem in a specific context while at the same time advancing the theoretical knowledge that may be used to improve practice elsewhere.

2. Design-based Research as a framework to orchestrate a range of faculty development activities in a workplace community

Journal Article: Chen, W. Sandars, J., Reeves, T. (2021) Navigating Complexity: The importance of Design-Based Research for Faculty Development. Medical Teacher. 43(4) 475-477, https://doi.org/10.1080/0142159X.2020.1774530

Despite the importance of evidence-based medical education, navigating the complexity of its implementation can be frustrating. Faculty development that engages and supports medical educators in Design-Based Research is one promising approach to respond to this challenge. An essential aspect of this process is to expand faculty’s Zone of Generativity and thus foster their individual and collective capabilities to navigate the complexity of implementing evidence-based medical education.

3. Introduction of CSIEC to high school and college English education and evaluation of learning impacts: Design-based research

Journal Article: Jia, J. & Chen, W. (2009). The further development of CSIEC project driven by application and evaluation in English education. British Journal of Educational Technology, 40(5), 901–918.

Abstract: In this paper, we present the comprehensive version of CSIEC (Computer Simulation in Educational Communication), an interactive web-based human-computer dialogue system with natural language for English instruction, and its tentative application and evaluation in English education. First, we briefly introduce the motivation for this project, survey the related works and illustrate the system structure with flow diagram. Then we describe its pedagogical functions, especially free chatting and chatting on a given topic. We summarise the free Internet usage within 6 months and introduce its integration into English classrooms, as well as the formal evaluation results of the integration. The evaluation findings show that the chatting function has been improved and fully used by the users, and the application of the CSIEC system in English instruction can motivate the learners to use English and enhance their learning process. Lastly, we discuss the application-driven approach of system development and draw some conclusions for future improvement.

Other publications and presentations

  • Journal Article: Chen, W., Jia, J., & Xiang, D. (2008). Application of CSIEC in high school English education: A design-based research (in Chinese). China Education Technology, (2), 109-114. Abstract: http://d.wanfangdata.com.cn/periodical_zgdhjy200802028.aspx

  • Journal Article: Chen,W. & Jia, J. (2008). Design-based research methodology and its application in CSIEC project (in Chinese). Modern Educational Technology, (1), 24-27,19. Abstract: http://d.wanfangdata.com.cn/periodical_xdjyjs200801006.aspx

  • Conference presentations of initial outcomes of this study: Chen, W., Jia, J. & Cheng, Y. (2007). Exploring CSIEC's application in teaching and learning of oral English: A design-based research (in Chinese). In J. H. M. Lee, T. Shih, Q. Wang, & Y. Zhao. (Eds.) Research in IT and Education: a Multi-Disciplinary Perspective: Proceedings of the 11th Global Chinese Conference of Computer in Education (GCCCE2007)(pp.572-579). Beijing: Beijing Normal University Press.

4. Curriculum Reform: Design-Based Implementation Research

Conference Presentation: Chen, W., Worden, M., & Bradley, E. (2015). Flipping, Engaging, and Teaming, Oh My! Lessons learned from a large scale curriculum reform at a US medical school. The 15th IEEE International Conference on Advanced Learning Technologies (pp.488-492). doi: 10.1109/ICALT.2015.68

Abstract: This paper describes the development and implementation of the "Next Generation" Cells to Society Pre-Clerkship Curriculum at the University of Virginia School of Medicine through the lens of Design-Based Implementation Research. Since the launch of this curriculum reform in 2008, more than 100 members of the faculty and staff have collaborated to design and deliver novel instructional activities for first and second year medical students. To date, five iterative processes of analysis, development, evaluation, and revision have been completed with large classes of medical students, with each class enrolling over 150 students. The 18-month Pre-Clerkship curriculum is supported by newly created system and technological infrastructure, and is continuously evaluated to assess the impact on students' learning. Lessons learned from each iteration inform revisions to curricular practices and infrastructure for subsequent iterations of the curriculum. As implementation of this innovative curriculum has progressed over several years, emergent issues have also stimulated medical education research projects that explore the implementation of Flipped Classroom Model and Team-Based Learning. In summary, the curriculum reform described in this paper provides valuable lessons for educators interested in implementing large-scale curricular innovations.