Article Preview
TopIntroduction
Technology-based research in such branches of science as physics, biological science, and computer science has become a typical routine. However, technologies have given impetus to the application of technological solutions in other areas of science as well (Fry & Schroeder, 2009), such as offering new opportunities for researchers in the social sciences and humanities (Rogers, 2013; Markauskaite & Reimann, 2014).
It has been observed that the amount of research conducted using the internet is increasing daily (Kilinç & Fırat, 2017). The large amount of data in the digital environment provides endless opportunities for researchers, educators, and students to raise new questions in new ways (Anderson & Kanuka, 2003; Jankowski, 2009). The variety of computer software and online tools available facilitate and speed up many stages of the research process, such as communication with respondents, data collection, data analysis, publication of results, and so forth (Genoni et al., 2009; Jankowski, 2009; O’Donnell & O’Donnell, 2019).
When it comes to technology in education science, it most often means research on technology-enhanced learning, such as interactive learning materials, gamification, and the use of advanced technologies (e.g., VR, AR) and their impact on self-directed learning, student motivation, learning achievements, and so forth. However, with the development of technology-enhanced learning, technology-enhanced research in the context of educational science has also received much attention (Hwang & Tsai, 2011). The aspect of e-research, and technology-based research in general, in the context of educational research methodology is the main research object of this article, which highlights the experience of educational scholars in implementing technological solutions to achieve their research goals. Therefore, this paper aims to review the concept of e-research and provide insight into how different technology-based methods are implemented in education science. To achieve this goal, the study mainly addresses the following research questions:
- •
RQ 1. What kind of educational research can be classified as e-research?
- •
RQ 2. What is the variety of technology-based research designs in educational studies?
- •
RQ 3. How can one achieve a more comprehensive description of technology-based research methodology?
To answer the research questions, the theories of Anderson and Kanuka (2003), Kozinets (2010), Shepherd and Watters (2002), Hughes (2000), and in Developing New Products and Services (2012) are reviewed, and their concepts rethought in the context of educational science. As a result of the analysis of theoretical sources, additional aspects are identified, as well as several useful definitions proposed to describe the technology-based research methodology. In order to demonstrate the findings in a more illustrative way, a criteria tool has been created that provides insight into concrete examples of how education researchers are using the internet and other technology solutions to improve their research methodology in educational science.