Current trends in technology and new strategies in curriculum design have yielded a new methodology for content area course delivery. Blended learning is now being utilized in many colleges and universities to deliver instruction with a balanced approach in mind. This format provides new avenues in curriculum design and instructional delivery. Blended learning unites the best of both worlds in a post-secondary instructional model.
Grounded theory is one of the methodologies that have been widely used in qualitative research. However, researchers, especially inexperienced ones have not been sure about its use in the process of the data collection and analysis. The uncertainty arises mainly from the differences that have emerged between Barney G. Glaser and Anselm L. Strauss who previously pioneered grounded theory together.
Article fist published in “International Research in Education” V. 2 (2014), n. 1, as open access article, distributed under the terms of the Creative Commons Attribution license.
Conference La Recherche-Creation: Territoire d’innovation méthodologique
19-21 March 2014, UQAM, Université du Québec à Montréal, Canada
Received: 20 May 2014
Revised: 27 May 2014
This paper departs from the observation that empirical and conceptual frameworks describing the intersection of new technology and development studies have begun to embrace the idea of open development. Frameworks for research, however, continue to reflect older notions of technology appropriation and empowerment. In order to start a dialogue about research design appropriate to open development, I provide an overview of key ontological, epistemological, and methodological considerations of significance to this field. An open development approach, I argue, should focus on enhancing cognitive justice rather than productivity or empowerment. This can best be carried out through the application of a constructivist and critical realist epistemology, through positional methodology and through networked research processes.
Received: 10 November 2011
Revised: 20 November 2011