Improving quality and validity in research and evaluation studies of learning technologies

A critical reading of research literature relating to teaching and learning with technology in higher education reveals a number of shortcomings in how investigations are conceptualised, conducted and reported. Projects often lack clarity about the nature of the enhancement that technology is intended to bring about. Frequently there is no explicit discussion of assumptions and beliefs that underpin research studies and the approaches used to investigate the educational impact of technologies. This presentation summarises a number of the weaknesses identified in published studies and considers the implications. Some ways in which these limitations could be avoided through a more rigorous approach to undertaking research and evaluation studies are then outlined and discussed