Spector, Merrill, Merrienboer, and Driscoll (2008) synthesize numerous theories that can be used to better understand, debate and explain education research.
The following summarizes how each theory applies to conducting research:
Information theory- how information is processed by the learner. Understanding which model works best to align or match “the receivers’ language capabilities.” ( Specter et al. 2008, p. 11).
Semantics added another dimension to communication theory by “studying the meaning evoked when humans communicated through various media” (p. 11).
Behaviorism – behaviorist theory suggests the “relationship between stimulus and a response” (p. 73).
Cognitivism – this concept “endeavors to explain internal mental functions” or process involved in learning. (p. 15).
Constructivsm – posits that learning or knowledge is gain by learner experiences or constructs (p. 15).
Complexity Theory- suggests a phenomena that increases the number of outcomes as well as uncertainty and unpredicatability (p. 30).
Experiential Learning – refers to real experiences or simulations that influence learning (p. 36)
Theories of human memory – focus on information processing and retention (p. 44)
Sociocultural/Historicism – this perspective submits that “knowledge is shared” and emerges from distributed social experiences in the world (p. 74).
Situativity theory – suggests “environment mutuality and reciprocity” (p. 75). In other words that learning arrives through the interplay the various components and social practices of a community (p. 75).
A theory with no name yet but one that is worth mentioning is a theoretical synthesis that combines “behaviorism, cognitivism, and constructivism.” This synthesis is one that may be impactful to studying learning processes- such as M. David Merrill’s first principles of instruction and Diana Laurillard’s description of the instructional dialogue (p. 16).
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Theories help researchers in their analysis. By employing a particular theory, a researcher can evaluate the strengths, weaknesses and limitations of the scholarship or topic presented. Similarly the theory can provide a comparative standpoint from which to begin the discussion.Theories predicate a starting point and perspective that can be used to examine, synthesize and deliberate research and findings.
By considering established and recognized scholars and scholarship about my research ideas, I can determine if my topic merits further discussion if there is a gap, for example in the research, or if it has been covered but from a limited or dichotomous perspective.
References
Laureate Education, Inc. (Producer). (2009). Purpose of the Dissertation. [vodcast]. Current research in educational technology. Baltimore: Author.
Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.). (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Lawrence Erlbaum Associates.
