LED research group members at work.

The Learning & Experience Design (LED) research group pursues four main research goals (Reeves & Oh*, 2017). We share with the authors that the scientific community engaged in educational technology research should take time to reflect on the lack of impact of research on practice and the inability of research to transfer into contexts of practice.

Theory Development/Synthesis Goals

We focus on explaining how education works through the logical analysis and synthesis of theoretical knowledge and principles related to teaching and learning.

Design/Development Goals

We focus on creating and improving effective solutions to education problems and identifying reusable design principles related to teaching and learning.

Action/Evaluation Goals

We focus on studying a particular program, product, or method for the purpose of describing, improving, or estimating its effectiveness and worth.

    • OHI/O Program Evaluation. This evaluation study targets the 2017 and 2018 OHI/O Hackathon, an informal learning event attended by over 800 students over a 24-hour period.

Descriptive/Interpretivist Goals

We focus on portraying how education works by describing and interpreting phenomena related to teaching and learning.

    • Promoting Engagement in Mobile Learning Applications. This study aims to identify critical factors that promote learners’ engagement in mobile learning applications and to examine effective engagement strategies offered in top-ranked mobile learning applications.
    • Bringing Authenticity to Online Teaching and Learning. Learner-centered design strategies and entrepreneurial thinking are analyzed as ways to elevate online learning experiences through engagement, ownership, and collaboration.
    • Impact of Instructional Design Challenges on Self-efficacy. This study explores how instructional design challenges can be used as professional development by self-rating self-efficacy and motivation throughout the process using a concurrent nested mixed-methods study.
    • Authentic Online Discussions. This study uses narrative inquiry to offer reflections from four graduate students who, for a period of two years, led, created and facilitated online discussions for graduate-level courses.

*Reeves, T. C., & Oh, E. (2017). The goals and methods of educational technology research over a quarter century (1989–2014). Educational Technology Research and Development, 65(2), 325–339.