Porovnat metody

	Digitální akční výzkum ve vzdělávání	Design-Based Research
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1990s–2000s (digital integration of Lewinian action research traditions)	1992
Tvůrce	Rooted in Carr & Kemmis (1986); digital adaptation developed by Lankshear, Knobel, and others from mid-1990s onward	Ann L. Brown and Allan Collins (independently, 1992)
Typ	Applied qualitative-cyclical research design	Interventionist qualitative-quantitative mixed methodology
Původní zdroj	Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation. Open University Press. ISBN: 978-0335211357	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Další názvy	technology-integrated action research, online educational action research, digital-mediated practitioner inquiry, DEAR	DBR, design research, design experiment, educational design research
Příbuzné	5	6
Shrnutí	Digital educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or question arising in digitally mediated teaching and learning environments. Drawing on the action research tradition of Carr, Kemmis, and Lewin, it integrates digital tools — learning management systems, social media, video, online collaborative platforms — both as the context of inquiry and as instruments for data collection, making it particularly suited to contemporary technology-rich classrooms.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.