Review by: Da Rin, Denise (2006-03-03)

This paper focuses on research strategies in the field of Instructional Technology (IT). The first section of the paper emphasises the problems with Instructional Technology Research and outlines some significant problems with IT research. Among instruc-tional technologists, there have long been arguments about the relative value of ba-sic versus applied research. Some instructional technologists appear to have great commitment to basic research, regardless of whether it has any practical value. Oth-ers seem to believe that the value of basic research in a design field such as IT is limited and that IT research should therefore have direct and clear implications for practice.

The author then points out to the poor quality of Educational Technology Research and the poor quality of the inputs to research syntheses in the field of instructional technology. From the author's point of view one of the primary problems IT research-ers, especially novices, have is distinguishing between research goals and research methods. The research goals held by any given IT researcher are influenced by many factors including the epistemological views of the investigator and his or her research training, and the dominant research paradigms within his or her line of in-quiry. Reeves then outlines six major types of research goals commonly pursued by instructional technology researchers and describes them.

From the author's perception research methods should not be selected "until a re-searcher is clear about his/her research goals as well as the nature of the research questions to be addressed within a particular study". Although there are more re-search methods than can possibly be described in a paper the author presents a simple taxonomy of six categories of research methods that can be used by instruc-tional technology researchers to address a range of research goals.

After a comprehensive overview on research goals and research methods in the field of Instructional Technology the author outlines the strengths of development re-search (design experiments / formative research) in comparison of pure basic or ap-plied research. From his point of view development research aims at marking both practical and scientific contributions. A fundamental tenet of development research is also collaboration among pracitioners, researchers, and technologists and another fundamental tenet of development research is the dedication to providing direct benefits to all stakeholders within the context of the research. As the author state himself, "I am increasingly convinced that if instructional technologists want to con-tribute to meaningful educational reform, the should pursue development goals".

The author provides a short overview of the problems of research strategies in In-structional Technology and includes an appropriate background about the contro-verse discussion. He illustrates the main difficulties of research goals and methods with some examples and pleads for a Development Research Strategy which he de-scribes with all its strengths and weaknesses.