Design-based research with 114 participants across two macro cycles produced and refined the faculty technology standards¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A design-based research study engaging 114 participants, including faculty, accreditation coordinators, and education and technology organizations, developed the six faculty standards over two iterative macro cycles. → Helen Crompton 2026

Evidence¶

Helen Crompton 2026¶

Helen Crompton, Diane Burke and Christine Nickel. (2026). Designing faculty standards for technology integration in higher education institutions: a design-based research study. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00584-y

q2 · i? · design · r3

Design-based research study with two macro cycles of design, experiment, and retrospective analysis. Participants completed surveys and interviews; qualitative data were coded using a grounded theory design with a constant comparative method, and "100% agreement was achieved" among the four researchers on revisions.

"Conducted over two iterative macro cycles, this unique study engaged 114 participants, including faculty from a range of disciplines and institutional types, accreditation organizations and coordinators, and education and technology organizations."

Discussion¶

Related Claims¶

• Participant feedback in macro cycle one prompted renaming the Administrator standard to Coordinator and reordering the standards — a narrower finding that bears on this claim
• By macro cycle two, faculty reported no changes were needed to five of the six overarching standards, indicating acceptance — a narrower finding that bears on this claim
• The authors declined requests to name specific technologies or focus the standards on AI, citing rapid technological change — related
• International faculty feedback revealed that the term service is not clearly recognized outside North America, prompting wording changes for global comprehensibility — a narrower finding that bears on this claim
• First DBR iteration evaluation showed disjointed transitions between gaming and academic work, prompting a revised three-step teaching model with domain knowledge acquisition first — related
• Design-based research is criticized for focusing on individual projects without guidance on long-term viability of innovations — related