Comparar métodos

	Investigación-acción educativa digital	Investigación-Acción Educativa
Campo	Métodos de campo	Métodos de campo
Familia	Process / pipeline	Process / pipeline
Año de origen	1990s–2000s (digital integration of Lewinian action research traditions)	1940s (Lewin); educational context developed 1970s–1980s
Autor original	Rooted in Carr & Kemmis (1986); digital adaptation developed by Lankshear, Knobel, and others from mid-1990s onward	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Tipo	Applied qualitative-cyclical research design	Participatory qualitative research design
Fuente seminal	Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation. Open University Press. ISBN: 978-0335211357	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Alias	technology-integrated action research, online educational action research, digital-mediated practitioner inquiry, DEAR	EAR, practitioner research, teacher action research, classroom action research
Relacionados	5	6
Resumen	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.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.