Comparer des méthodes

	Schéma explicatif séquentiel basé sur la conception	Recherche-conception (RC)
Domaine	Conception de la recherche	Méthodes de terrain
Famille	Process / pipeline	Process / pipeline
Année d'origine	2000s–2010s (synthesis of explanatory sequential and design-based research traditions)	1992
Auteur d'origine	Creswell & Plano Clark (explanatory sequential); Brown, Collins & Duguid, and Reeves (design-based research)	Ann L. Brown and Allan Collins (independently, 1992)
Type	Mixed methods research design	Interventionist qualitative-quantitative mixed methodology
Source fondatrice	Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications. ISBN: 978-1483344379	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.
Alias	DBR explanatory sequential design, design-based explanatory mixed methods, design research explanatory sequential, DBEMM explanatory sequential	DBR, design research, design experiment, educational design research
Apparentées	6	6
Résumé	This design embeds an explanatory sequential mixed methods structure — quantitative data collection followed by qualitative follow-up — within iterative design-based research (DBR) cycles. The quantitative phase establishes what is happening with a designed intervention or learning environment; the qualitative follow-up explains why. Results then feed directly back into redesign, making the method especially powerful in educational and instructional technology research where both statistical patterns and contextual understanding are needed to refine innovations.	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.