Research Express@NCKU - Articles Digest (Volume 5 Issue 6)

New research topics for advancing knowledge and developing its applications
Creative research topics are always needed when we conduct research in order to advance knowledge and develop its new applications in LT with regard to technological evolution, paradigm shifts in learning and value innovation (Richey, 1998). Some scholars attempt to find current research trends or some existing problems of research outcomes in an effort to provide a new direction. For example, Shih et al (2008) identify the recent research trends in papers published in the five major LT journals from 2001 to 2005, finding that the most popular research topics were instructional approach, learning environment and meta-cognition. However, it is open to question whether the recent research trends and topics reflect the needs of LT practitioners and researchers. Kanuka et al (2007) review the literature and indicate that new guidelines or models which can help conduct LT research on the most advanced computer technologies are still insufficient. It seems that the recent research trends and the research outcomes are not yet able to match up well in order to meet the needs of LT researchers and practitioners to further develop what Richey (1998) calls the “useable knowledge”. This, we may need new research topics and research methodologies to improve the current situation.

The need for value innovation in LT research
Value is what is important in learning, teaching or research related activities. Value—which is significant in the process or product of learning—plays a key role in LT. The value of LT should be that, when applied or guided properly, technologies can facilitate human learning efficiently and effectively, with more personal enrichment or enjoyment. Value in instructional design, for example, is important for guiding the selection of the goals, scope, guidelines, method and situation for its theories or models (Reigeluth, 1999). Liu (2005) suggests that an instructor should develop hybrid instruction or blended learning based on identified values, including proficiency of a skill or language as the ultimate goal, learner-focused learning, customized learning, active learning and interactive learning. Other identified LT values, to name only a few, include assessable technology for teaching and learning, facilitating the skills of learning, facilitating social skills and widening horizons.

Along with the evolution of LT integrated into teaching and research of various fields and disciplines (Boylan, 2004), innovation is considered playing a major role in improving the current state and scope of LT contexts and developments (Chou, 2005; Hannan, 2005). However, when it comes to value innovation in LT research, some questions still need to be answered. For example, how can we create or innovate values to promote LT research? Are there any other values that we have not yet identified? If so, what are they, and how can we take advantage of these new and meaningful ideas? LT practitioners and researchers need to think about these questions and try to answer them when developing and promoting LT.

The BOS for value innovation in LT research
The BOS was designed to help companies jump from competitive, crowded contexts (red oceans) to innovative, developmental territory (blue oceans) for future business and opportunities (Kim & Mauborgne, 2004b). Kim and Mauborgne argue that companies continuously benefit from operating in such blue oceans, which they define as industries or market spaces that do not exist now but will be created or invented soon and in which new demands and profitable opportunities will be generated. LT practitioners also need a similar strategy to innovatively apply LT in current domains as well as create new domains for future research and development.

The research methodology
According to Collins et al (2004), design research has been developed as a new method ‘to carry out formative research to test and refine educational designs based on principles derived from prior research’ (p. 15). It was applied in this study for the researcher to validate and refine (1) the guidelines adapted from the BOS and (2) the novel framework composed of the components of the widely accepted ADDIE instructional design model and Gagne’s (1985) nine events of instruction. In this qualitative study, it was assumed that value innovation in LT research topics would bring about more cutting-edge research and developments in academic and industrial fields. This study is a response to Rushby’s (2007) call for new methodologies to help create applicable research questions or topics in LT.

The research questions and research procedures
The research questions driving this study are: ‘Are there any guidelines for developing novel research topics or questions with value innovation in LT as new technologies constantly emerge?’ and ‘if so, what are they?’ The five guidelines for value innovation in LT research (see Figure 1) with a novel framework (see Table 1) were reviewed by 12 LT practitioners and researchers in mid-2007.

Figure 1: The guidelines for value innovation in LT research from the red to blue oceans

Table 1: A framework of the 45 possible areas for generating new research topics in learning technology

The five refined guidelines for value innovation in LT research

Creating previously unidentified research topics from different viewpoints: to explore trans-disciplinary knowledge we need to be aware of the conditions and possibilities of integrating the diverse perspectives of various disciplines.
Making the research collaborative: we should work with practitioners and researchers in different departments and colleges, or with different backgrounds (Latchem, 2006), but we need to be careful about the conflicts that may be inherent in the meeting of different perspectives.
Generating and capturing a new research demand/question with personal insight and consulting with others: we should search and review the latest literature in various trans-disciplinary fields in databases and search engines for new LT tools, areas and demands, using our own direct intuition, prior experience and imagination. We should then ask reliable experts for their opinions on the newly self-devised research topic or question in order to obtain a better research design.
Surpassing the value/cost trade-off and focusing on successful innovation: we should aim to realize short-term and long-term plans in an organized way with reasonable expenses, and anticipate unexpected outcomes. While in the research process, we should prioritize successful innovation, not the value/cost ratio. New opportunities, including financial support, are likely to come from this approach.
Aligning the whole system of individual/organizational research activities in pursuit of more efficiency, effectiveness, impact and added value: we need to work independently, but with the relevant research activities fostered by others in the workplace or learning organization. We should always remember that new ideas, with direct and indirect innovation that drives creativity, are the ultimate goal. What we should treasure most is the positive influence that the research, with new LT tools, will bring about. However, it should be noted that the possible negative effects of using LT tools is a good research question that remains to be investigated.

Some novel LT research topics or blue oceans, as examples

Global, long-term, international and intercontinental research topics.
New taxonomies and instructional design models and theories for various LT applications on CALL.
A third category to be investigated other than LT process and product: is the individual and interpersonal vitality, enrichment and enjoyment of using e-learning.
Novel added values: added values can be related to research, business or others.

The conclusions
LT, as a trans-disciplinary field, is broad and diverse in its nature. The computer (hardware), the communication system (software) and the user constitute the ultimate
‘creativity machine’, which provides various contexts and opportunities to foster innovation. I hope the refined guidelines and framework presented in this paper will be helpful to interested researchers and practitioners, and look forward to learning new guidelines, devices and blue oceans in LT from you.

Please see the original paper published in BJET for references or contact the author.