方法对比

	数字教育行动研究	参与式行动研究 (PAR)
领域	田野方法	质性
方法族	Process / pipeline	Process / pipeline
起源年份	1990s–2000s (digital integration of Lewinian action research traditions)	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提出者	Rooted in Carr & Kemmis (1986); digital adaptation developed by Lankshear, Knobel, and others from mid-1990s onward	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
类型	Applied qualitative-cyclical research design	Qualitative research method
开创性文献	Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation. Open University Press. ISBN: 978-0335211357	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
别名	technology-integrated action research, online educational action research, digital-mediated practitioner inquiry, DEAR	PAR, community-based participatory research, collaborative action research, participatory inquiry
相关	5	6
摘要	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.	Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow.