MDDE 602 – Research Methods in Distance Education Pam Perry
Student ID - 3092444
Assignment 1- Basic Research vs. Applied Research
Introduction
The credibility and viability of the future of distance education is in question (Garrison, 2000). Social research will play an important role in helping guide the direction that distance education may take in the future. It is important to understand the best approaches in using social research required to take on this task. When investigating how social research is being conducted in the field of education, many questions come to mind. What is research? What are the benefits of doing research? How can research impact fields such as Distance Education? Is there a preferred type of research that should be used? Social research is a large, multifaceted field, encompassing a wide array of disciplines. The field employs a variety of methodological approaches including: surveys and questionnaires, interviews, randomized clinical trials, direct observation, laboratory and field experiments, and evaluation. (U.S. Department of Health and Human Services, 2010). Research is important for understanding social life and to assist with the decisions made each day (Neuman, 2011).
Social research is also conducted within the field of education. The importance of future research is indicated by Hallinan (1996) when stating “a new approach is needed to disseminate research more widely and to use it more effectively to improve pedagogy and policy for the ultimate benefit of students”(p. 131). It will be important to future generations of students that effective research address important issues. Social research is comprised of two research orientations: basic research and applied research (Neuman, 2011). Basic research, which is referred to as academic research or pure research, is the source of most new scientific ideas with the scientific community being the primary audience (Neuman, 2011). The scientific community is a loose collection of professionals who share training, ethical principles, values, techniques, and career paths (Neuman, 2011). Members range from intense scientific leaders to professionals who are less concerned with advancing science but still use various scientific research principles (Neuman, 2011). Basic research often lacks a practical application in the short term, but instead builds a foundation that has an impact on many issues, policy areas, or other areas of study. Issues that are examined may appear impractical because applications for the resulting knowledge may not appear for many years or decades (Neuman, 2011). Applied research addresses a specific concern (Neuman, 2011). Research can allow a deeper understanding of why certain observations are being seen. For example, research conducted in a 2008 study examined Vietnamese nail salon workers in one county in California to determine if any health issues were caused due to the working conditions (Neuman, 2011). Most applied research studies are short term and small scale. The result of applied research is practical results that can be used within a year or less. Many different areas in society make decisions based on the findings of the research. These include businesses, government offices, health care facilities, social service agencies, political organizations, and educational institutions (Neuman, 2011). Action research is one type of applied research which blends acquiring new knowledge and using it to achieve a specific outcome. Knowledge is treated as a form of power within action research (Neuman, 2011). Action research “aims to help people understand themselves as the agents” (Kemmis, 1993, p. 3) and “relentlessly trying to understand and improve the way things are in relation to how they could be better” (Kemmis, 1993, p. 3). A sub-division of action research, participatory or practitioner research is commonly used within the field of education (The California State University, 2007). Practitioner research may play a role in future educational change. In this form of research, participants take an active role in formulating, designing, and carrying out the research. It is imperative that action researchers have an in-depth knowledge of proper research procedures and document all study methods.
Differences between Basic and Applied Research
With different research methods in use, is one method more valuable than the other? Although both basic and applied research is performed to obtain knowledge many differences do exist. New knowledge is the goal for basic research as compared to the resolution of a practical problem within applied research. The primary audience for basic research is the scientific community while applied research has an audience made up of practitioners, such as teachers. As a result of such differences, the measurement of success is also much different. Basic research is perceived successful when information is published which has an impact on scientific knowledge. When using basic research a drawback can be seen. Often researchers choose the problem in hopes of leading to a credential and not necessarily the most pressing issue (McWilliam, 2004). More important issues could not gain attention if credentials are the primary factor in doing research. Applied research is considered a success when the knowledge has been applied to address a specific problem (Neuman, 2011). In examining the differences that exist between basic and applied research, it is apparent that research could benefit by using both research methods. Basic research could identify new areas of knowledge while applied research could address problems that require a resolution. Applied research often depends on the information stemming from basic research. Just as the name implies, applied research is information that has been found and is applied to real world situations. Although critics regard practitioner research as a bastardization of science, practitioners indicate that research allows for “a space for engagement with educational activity free from the pomp, pretentiousness and claims to purity of traditional scientific inquiry” (McWilliam, 2004). It is clear that both basic and applied research feel passionately about each form of research with skepticism against the other. Critics against practitioner research believe that research is biased, saying that the “role of the modern university ought to promote disinterested research” (McWilliam, 2004). It is believed that practitioners have a biased view and are unable to give a true representation since they are so closely tied to the outcome. On the other hand, bias may also exist in basic or academic research. Scientific researchers also have an interest in the outcome, with hopes of results being published, contributing to their professional knowledge and respect within the community.
Future of Research in Distance Education
A combination of basic and applied research is needed as described by Hallinan (1996) that “there is a serious communication gap between researchers and practitioners (p. 131)”. Research that would involve a combination of both areas of research would provide different views to solve the problems. Practitioners can provide a different perspective as they are often involved with the problems. Researchers on the other hand are generally removed from being intimately involved and capable of offering unbiased opinions. Practitioner research can benefit society in different ways. Practitioner research has “more potential to give voice to the voiceless” (McWilliam, 2004). Academic outsiders are permitted to take part in the social inquiry (McWilliam, 2004). Groups within society who would otherwise not be able to voice their concerns would be given the opportunity to do so. This is especially important when considering the future of distance education. Teachers can now play a role in resolving issues and be involved throughout the process. It isn’t clear that our current state of knowledge development is adequate to explain and shape new processes in distance education (McWilliam, 2004). There is an emergence of a new era within distance education which focuses on transactional issues (Garrison, 2000). As stated by Garrison (2000), “it is the nature of a sustained educational transaction at a distance that must be described, understood and abstracted in a manner accessible to the broader field of educational practice” (p.11). To investigate the transactional process within distance education, it would be valuable to include the practitioners or teachers. Distance education cannot solely be improved by improving research. For improvements to occur Kemmis (1993) states that “different research, frequently with different purposes and substance and methodologies, with different people, in the service of different interests” is required (p. 4). It is important within these different forms of research to allow people with various backgrounds to work in the pursuit of a shared social goal (Kemmis, 1993). With practitioner research, different people with varying interests could be involved in the research process. Teachers, administrators and other invested individuals could participate in the search for resolutions to current problems within distance education. It is therefore recommended for mixed methods research to be used. The different methodologies can be viewed as complimentary with quantitative (data as numbers) and qualitative (data as words or symbols) methods recommended being used (Zawacki-Richter, Backer & Vogt, 2009).
Conclusion
Changes within distance education are essential to ensuring long-term credibility and viability of the practice. Distant educators have an unprecedented opportunity to provide leadership and direction guiding these changes (Garrison, 2000). A variety of research methods should be used involving a variety of people in working towards solving problems facing distance education. By using a mixed methods research methodology with quantitative and qualitative methods, research will benefit. The future of distance education will depend on the leadership and research abilities of practitioners (teachers) and scientific researchers to work in unison to face the challenges ahead (McWilliam, 2004).
References
Garrison, D. R. (2000). Theoretical challenges for distance education in the 21st century.
International Review of Research in Open and Distance Learning 1(1). Retrieved September 19, 2007 from: http://www.irrodl.org/index.php/irrodl/issue/view/6.
Hallinan, M. T. (1996). Bridging the gap between research and practice. Sociology of
Education, 69(extra issue), 131-134. Retrieved September 19, 2007 from Athabasca