Сравнение методов

	Многосайтовое исследование с опорой на проектирование (MCDBR)	Дизайн-ориентированные исследования (Design-Based Research, DBR)
Область	Полевые методы	Полевые методы
Семейство	Process / pipeline	Process / pipeline
Год появления	1992 (DBR); multiple-case variant codified through 2000s–2010s	1992
Автор метода	Ann Brown and Allan Collins (DBR origins); multiple-case extension developed by the DBR Collective and scholars such as Jan Herrington and Thomas Reeves	Ann L. Brown and Allan Collins (independently, 1992)
Тип	Interventionist qualitative/mixed-methods design	Interventionist qualitative-quantitative mixed methodology
Основополагающий источник	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.	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.
Другие названия	multi-site DBR, multi-case design experiment, multiple-site design research, MCDBR	DBR, design research, design experiment, educational design research
Связанные	5	6
Сводка	Multiple-case design-based research (MCDBR) is an interventionist methodology drawn from the learning sciences and education research. It extends single-site design-based research by implementing and iteratively refining an educational intervention across two or more distinct sites, contexts, or participant groups simultaneously or sequentially. The cross-case structure strengthens theoretical transferability and exposes context-dependent variations that a single site could never reveal.	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.